Table of Contents
How to Use this Resource
Why Use Talk in Math
What’s New to 3rd Edition
Teaching with Common Core State Standards
Guidelines for Watching Videos
Video Clips by Chapter, Including References to Facilitator’s Guide
Video Clips by Grade, Including Demographics
Classroom Discussions Product Comparison Chart
What People Are Saying
|"I thought that the second edition of Classroom Discussions in Math was the single best book available for learning about and implementing academically productive talk in the classroom. Now, it’s even better: the third edition includes classroom videos from grades K–6! This new edition describes the practices and gives examples of them in action in urban classrooms—a window into using talk tools to promote learning.
If you need to select one resource to help you address the Common Core call for discussion, this is the one to get. If you are working with a study group of teachers interested in transforming their practice, you can combine the third edition with the Facilitator’s Guide."
|"This book has had a direct, positive, and important infl uence on my math teaching. The ideas are clear and persuasive, and I gained new and important tools for engaging students and improving classroom math discussions. It’s a terrific resource!"
—Marilyn Burns, founder, Math Solutions
|"Boston Teacher Residency instructors and coaches have used the resources in the Classroom Discussions in Mathprogram to design assignments for residents and for teacher study groups, and as content for the professional learning of the community of BTR coaches. As a result of focusing on student learning and understanding as it is constructed in classrooms through talk, we are getting better at assessing effective teaching. The inclusion of authentic classroom videos in the new edition will help us in this work of making professional learning powerful and precise."
|"Using this resource in book study groups and then coaching teachers to use the strategies presented has really changed teacher practice."
—Janie Merendino, math coach,
|"This new edition of Classroom Discussions in Math is my 'go-to' resource for helping educators implement strategies that engage all students in conversations that can deepen their understanding of mathematics. Video clips clearly demonstrate what productive talk looks like during math instruction, and the suggestions for reflecting on the lessons are extremely helpful. Classroom Discussions in Math has transformed my own teaching, profoundly changing how I support English language learners."
|"This book gives teachers concrete tools—talk moves—that provide security and a framework to open up discussion in the math classroom. The talk moves will enhance daily conversations, professional development, and most of all the conversations heard in classrooms."
|"Classroom Discussions in Mathis an essential resource in my elementary mathematics methods course. The talk moves described in this resource provide an inviting and accessible tool for prospective elementary teachers to plan and implement productive mathematics discussions in their clinical experiences. Recognizing the importance of such discussions for their own teaching also encourages them to participate in similar ways as students in their college classrooms, leading them to explore more deeply what it means to teach effectively."
—Edna O. Schack,
|Nancy Anderson has taught mathematics to students from kindergarten through grade eight. She has also worked as an instructor for preservice teachers and a consultant for Math Solutions. She received her doctoral degree in mathematics education from Boston University.|
|Suzanne H. Chapin is a professor of mathematics education at Boston University. She is interested in mathematics curricula, the education of the gifted, and how to further the mathematics achievement of economically disadvantaged students. Over the past twenty-five years, Chapin has directed many projects and written many books in these areas.|
|Catherine O’Connor is a professor in linguistics and education at Boston University. She works with teachers and researchers to study language use in classrooms.|
2012 Winner Golden Lamp Award: Professional Development
The Association of Educational Publishers (AEP) Awards seal is recognized by teachers and parents as a mark of excellence in education. Finalist or winner status in the awards tells readers that the product has met rigorous standards for quality, professional content for education.
Read AEP Winner Profile
Review by Julie N. Adkins from Teaching Children Mathematics, by the National Council of Teachers of Mathematics (NCTM).
Reprinted with permission from Teaching Children Mathematics. March 2014 Vol. 20, No. 7
For too long, the teaching of mathematics has focused on a simple concept: the correct answers. Some teachers fail to recognize the complexity involved in acquiring an answer to a math problem. Simple math discourse in the classroom can reveal a student’s thought process or metacognition and the multiple approaches to a mathematical solution. Classroom Discussions: Seeing Math Discourse in Action serves as an excellent tool for professional development among preservice and inservice educators, math coaches, and faculty of higher education to improve the quality and level of mathematics discussions that occur in K–grade 6 classrooms.
This text is especially useful in providing professional development sessions through professional learning groups, recertification courses, and whole-group faculty meetings, as it is written in such a way that guides users in assisting educators in developing an understanding of math discourse in the classroom. The text introduces teachers to the purpose of conversing in math classrooms, what the discussions should entail, and how to effectively implement dialogue among students in the classroom. Video clips enhance the content of the text by delivering an accurate depiction of math discourse in the K–grade 6 math classroom.
I would highly recommend this text in helping K–grade 6 educators increase their abilities to foster meaningful dialogue that will promote higher levels of critical thinking skills in the mathematics classroom.