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Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core, Grades K–6
Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core, Grades K–6
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Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core, Grades K–6 provides preservice and inservice instructors, coaches, and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors’ best-selling book, Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6, Third Edition. Ideally, the three components— facilitator’s guide, DVDs, and teacher’s guide—are used together. The video examples demonstrate how the talk tools described in the book can be used successfully in typical classrooms.

This multimedia professional learning resource offers:

  • 75 video clips, totaling five hours of video filmed in actual grades K–6 classrooms;
  • 20 sessions, totaling thirty to forty hours of professional development experiences;
  • 12 lesson plans aligned to Common Core State Standards; and
  • more than twenty ready-to-use reproducible handouts.

Facilitator's Guide
The 240-page guide offers twenty professional development sessions centered on video clips illustrating best talk practices in action. The sessions are divided into chapters that correspond to the chapters in Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6, Third Edition (available separately). Included in each of the sessions are activities to use in conjunction with the video clips, reproducible handouts, discussion questions, and assignments for participants.

Two DVDs
The accompanying two DVDs organize the seventy-five video clips in two ways for viewing convenience: by chapter and by grade level. The labels on all video clips indicate the section of the facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length with a total viewing time of approximately five hours.

CD Of Reproducibles
The accompanying CD contains a Lesson Planning Template and two sets of reproducibles—session handouts and lesson plans—in printable PDF format.

This resource also includes discussion questions for each video clip.

See how the Classroom Discussions in Math products work together, click here.

Nancy Anderson, Suzanne Chapin, and Cathy O'Connor
240 pages


ISBN/Item Number: 9781935099123
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Classroom Discussions
in Math Introduction


1st Grade Teacher
Helps Students

5th Grade Teacher
Facilitates Math Talk

What Teachers Say
About Math Talk

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."
—Sarah Michaels,
Professor of Education and Senior Research Scholar at the Jacob Hiatt Center for Urban Education
Clark University, Worcester, Massachusetts
"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."
—Lynne Godfrey,
Co-Director of Clinical Teacher Education,
Boston Teacher Residency
"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,
Fairmont, West Virginia
"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."
—Rusty Bresser,
Lecturer and Supervisor of Teacher Education,
University of California, San Diego
"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."
—Lori Murach,
math program supervisor, Department for School Improvement, North East ISD,
San Antonio, Texas
"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,
professor, P-5 Mathematics Education, Morehead State University,
Morehead, Kentucky



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.

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