Participants will

gain a working

knowledge of

strategies for

facilitating

meaningful

mathematical

discourse.

Effective teaching of mathematics

facilitates discourse among students to

build shared understanding of

mathematical ideas by analyzing and

comparing student approaches and

arguments.

“Students who learn to articulate and justify

their own mathematical ideas, reason

through their own and others’ mathematical

explanations, and provide a rationale for

their answers develop a deep understanding

that is critical to their future success in

mathematics and related fields.” (Carpenter,

Franke, and Levi 2003, p. 6)

1. Anticipating

2. Monitoring

3. Selecting

4. Sequencing

5. Connecting

Involves carefully considering:

-what strategies students are likely to use to

approach or solve a challenging mathematical

task

-how to respond to the work that students are

likely to produce

-which student strategies are likely to be most

useful in addressing the mathematics to be

learned

Involves:

-paying close attention to students’

mathematical thinking and solution strategies

as they work on a task

-asking questions that will make students

thinking visible, help students clarify their

thinking , and ensure that members of the

group are all engaged in the activity

-Involves selecting particular students to share

their work with the rest of the class.

-The selection of particular students and their

solutions is guided by the mathematical goal for

the lesson.

-Involves making purposeful choices about

the order in which students’ work is shared.

-The goal is to have students’ presentations

build on one another to develop powerful

mathematical ideas.

-The teacher helps students draw

connections between their solutions and

other students’ solutions as well as the key

mathematical ideas of the lesson

-The teacher also helps students make

judgments about the consequences of

different approaches.

• Asking Good Questions

• Holding students Accountable

– Talk Moves

– Prompting Students for Further Participation

– Wait Time

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., &

Empson, S. B. (1999). Children’s mathematics: Cognitively

guided instruction. Portsmouth, NH: Heinemann.

National Council for Teachers of Mathematics. (2014).

Principles to actions: Ensuring mathematical success for all.

Reston, VA: The National Council for Teachers of

Mathematics, Inc.

Smith, M. S. & Stein, M. K. (2011). 5 practices for

orchestrating productive mathematics discussions. Reston,

VA: The National