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    Definition of Terms

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    Raneza Villamor
    The document defines mathematical discourse as the ways that ideas are exchanged among students and teachers through talking, agreeing, disagreeing, and representing concepts. Examples of mathematical discourse include students explaining their reasoning, discussing patterns, challenging ideas, and providing counter-examples. Non-examples are when the teacher solely provides explanations, instructions, or counter-examples without student interaction.

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    Definition of Terms

    Uploaded by

    Raneza Villamor
    18 views1 page
    The document defines mathematical discourse as the ways that ideas are exchanged among students and teachers through talking, agreeing, disagreeing, and representing concepts. Examples of mathematical discourse include students explaining their reasoning, discussing patterns, challenging ideas, and providing counter-examples. Non-examples are when the teacher solely provides explanations, instructions, or counter-examples without student interaction.

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    Definition of Terms (2)

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    The document defines mathematical discourse as the ways that ideas are exchanged among students and teachers through talking, agreeing, disagreeing, and representing concepts. Examples of mathematical discourse include students explaining their reasoning, discussing patterns, challenging ideas, and providing counter-examples. Non-examples are when the teacher solely provides explanations, instructions, or counter-examples without student interaction.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    18 views1 page

    Definition of Terms

    Uploaded by

    Raneza Villamor
    The document defines mathematical discourse as the ways that ideas are exchanged among students and teachers through talking, agreeing, disagreeing, and representing concepts. Examples of mathematical discourse include students explaining their reasoning, discussing patterns, challenging ideas, and providing counter-examples. Non-examples are when the teacher solely provides explanations, instructions, or counter-examples without student interaction.

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    of 1

    The National Council of Teachers of Mathematics (NCTM) defines discourse in the mathematics

    classroom as, "ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas
    are exchanged and what the ideas entail; and as being shaped by the tasks in which students
    engage as well as by the nature of the learning environment."

    According to the Teachers Development Group, examples of Mathematical Discourse include:

    o A student asks another student or the teacher, “I don’t understand how you got the
    answer. Could your show your reasoning again?”
    o A student explains, “I first added 20 and 40 to get 60. Then I subtracted 2 and added 3
    to get 61. This works because 18 + 43 is equal to (20 – 2) + (40 + 3) = (20 + 40) – 2 + 3.”
    o Students write in their journals about their mathematical reasoning or processes.
    o A student states, “I see a pattern that I think will always work, because each number is 3
    more than the one before it.”
    o A group of students discuss the mathematical conditions in which an idea will or won’t
    always work.
    o A students challenges an algorithm posed by another student by saying, “I don’t think
    that will work with 37 x 98 because ...”
    o A student answers a question in response to the teacher.
    o A student provides a counterexample to illustrate why an idea doesn’t work in all cases.

    Non-examples of Mathematical Discourse include:

    o The teacher provides an explanation of a mathematical procedure to a student, a group,


    or the class.
    o The teacher provides further explanation in response to a student’s question or
    comment.
    o Two students discuss the scores of last week’s football game.
    o The teacher provides instructions to the class about an activity they are about to engage
    in.
    o The teacher provides a counter example to a method posed by a student.
    o A student asks a question about non-mathematical procedures related to an assignment,
    such as when the assignment is due, whether students need to show their work, and the
    like.
    o Students practice applying a rote procedure to solve problems of a specific type (seat
    work).

    (2013-14, ECET2 Parabolas)

    student engagement refers to the degree of attention, curiosity, interest, optimism, and passion
    that students show when they are learning or being taught, which extends to the level of
    motivation they have to learn and progress in their education.
    (2014 Great Schools Partnership)

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