Chapter 2 - Professional Resources
Mathematical Discourse
Equity for English Language Learners in the Mathematics Classroom
Gina Borgioli, Teaching Children Mathematics, October 2008
http://www.nctm.org/publications/article.aspx?id=22261
Describing Levels and Components of a Math-Talk Learning Community
Kimberly Hufferd-Ackles, Karen C. Fuson, Miriam Gamoran, Journal for Research in Mathematics Education, March 2004
http://www.nctm.org/publications/article.aspx?id=17479
Unpacking the Nature of Discourse in Mathematics Classrooms
Eric Knuth and Dominic Peressini, Mathematics Teaching in the Middle School, January 2001
http://www.nctm.org/publications/article.aspx?id=19872
Exploring Mathematics Talk in Elementary Classrooms
Cathy Mark Krpan, Partnerships for Professional Learning: Literacy & Numeracy Initiatives, Ontario Institute for Studies in Education, 2009
http://www.oise.utoronto.ca/oise/UserFiles/File/LNS%20PUBLICATION_FINAL.pdf
Supporting Struggling Learners: Collaborative Problem Solving in Mathematics
Cathy Marks Krpan, Inquiry into Practice: Reaching Every Student Through Inclusive Curriculum, Ontario Institute for Studies in Education, 2009
http://www.oise.utoronto.ca/cms/oisefiles/ITE%20PUB%202011_COMPLETE/HTML/index.html#/103/zoomed
Principles and Standards for School Mathematics
National Council of Teachers of Mathematics, 2000
http://www.nctm.org/standards/content.aspx?id=16909
Fostering Mathematical Thinking and Problem Solving: The Teacher’s Role
Nicole Rigelman, Teaching Children Mathematics, February 2007
http://www.nctm.org/publications/article.aspx?id=22041
Using “Think-Time” and “Wait-Time” Skillfully in the Classroom
Robert J. Stahl, ERIC Resource Center, 1994
http://www.eric.ed.gov/PDFS/ED370885.pdf
Let’s Talk: Promoting Mathematical Discourse in the Classroom
Catherine A. Stein, Mathematics Teacher, November 2007
http://www.nctm.org/publications/article.aspx?id=19362
A Classroom Perspective on the Principle of Moderate Challenge in Mathematics
Julianne C. Turner and Debra K. Meyer, The Journal of Educational Research, August 2010
http://www.tandfonline.com/doi/abs/10.3200/JOER.97.6.311-318
A Teacher’s Meditation of a Thinking-Aloud Discussion in a 6th Grade Mathematics Classroom
Betina Zolkower and Sam Shreyar, Educational Studies in Mathematics, 2007
http://www.springerlink.com/content/8526484n24032244/
A Resource of Multilingual Math Words
English as an Additional Language
Emaths
http://www.emaths.co.uk/index.php/4-teachers/other-resources/eal
Bansho
Three-part Problem-Solving, Clip 3 Bansho
Webcast, Curriculum Services Canada, 2008
http://resources.curriculum.org/secretariat/may2_bansho.shtml
Chapter 2 - Tools
All Tools (.PDF 456kb 32pgs)
Indicators of Success for Mathematical Discourse
.PDF 22kb 1pg
Observation Checklist for Mathematical Discourse
.PDF 24kb 1pg
My Math Talk [Primary]
.PDF 31kb 1pg
Indicators of Success for Effective Mathematical Discourse [Junior/Intermediate]
.PDF 32kb 1pg
Talk Prompts
.PDF 129kb 1pg
Pattern Block Designs
.PDF 256kb 9pgs
Cards for Clothesline Activity
.PDF 62kb 10pgs
Word Problems for Math Congress
.PDF 28kb 8pgs
Chapter 2 - Line Masters
All Line Masters (.PDF 194kb 8pgs)
2.1 Student Discourse Observation Sheet
.PDF 24kb 1pg
2.2 Interview Sheet
.PDF 20kb 1pg
2.3 Concept Attainment: Shapes with Line Symmetry [Yes Cards]
.PDF 63kb 1pg
2.4 Concept Attainment: Shapes with Line Symmetry [No Cards]
.PDF 67kb 1pg
2.5 Concept Attainment: Shapes with Area Less Than or Equal to 6 Square Units [Yes Cards]
.PDF 41kb 1pg
2.6 Concept Attainment: Shapes with Area Less Than or Equal to 6 Square Units [No Cards]
.PDF 49kb 1pg
2.7 Concept Attainment: Prime Numbers [Yes and No Cards]
.PDF 34b 1pg
2.8 Wanted!
.PDF 40kb 1pg