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 Table of Contents Chapter Excerpt How to Use This Resource |
Why Use Talk . . . ? Video Clips by Grade Correlations to CCSS |
What People Are Saying |
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"In my view, the second edition of Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O'Connor, and Anderson 2009) is the single best book available for learning about and implementing academically productive talk in the classroom. And now, with the companion facilitator's guide, DVDs, and CD package—Classroom Discussions: Seeing Math Discourse in Action—there is nothing comparable. With its classroom video examples from kindergarten through grade 6, this combined resource gives a description of the practices and examples of them in action in urban classrooms—a window into using talk tools to promote learning. And while the facilitator's guide, DVDs, and CD reproducibles focus on mathematics, the principles and practices discussed and illustrated therein are just as powerful in teaching English language arts, science, social studies, or history. The talk tools work extraordinarily well with English language learners and students who have struggled academically. If you need to select one resource for a study group of teachers interested in transforming their practice, this is the one to get."
Sarah Michaels |
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"I have used Classroom Discussions: Using Math Talk to Help Students Learn (Chapin, O'Connor, and Anderson 2009) for years in my work with teachers and have found it to be the most effective tool for learning to lead discussions in which students not only talk about but also learn math. Seeing what a productive mathematical discussion looks like, with all of the complexities that come with real children in a real school classroom, is the first step toward being able to lead one. Unpacking what is going on in such a discussion, understanding the routines in the teacher's actions and how they are adapted to particular content and particular students is the next step, followed by trying it out and working through the results with a group of peers. The companion facilitator's guide, enhanced with videos and reproducible lesson plans, provides an even richer support across the full spectrum of elementary mathematics."
Magdalene Lampert |
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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 25 years, she has directed many projects and written many books in these areas. She is the co-author of Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6, Second Edition and Classroom Discussions: Seeing Math Discourse in Action. |
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Nancy Anderson has taught mathematics to students from kindergarten through grade 8. Currently, Nancy is a doctoral student in mathematics education and an instructor for preservice elementary teachers at Boston University. Nancy is also a Math Solutions consultant. She is the co-author of Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6, Second Edition and Classroom Discussions: Seeing Math Discourse in Action. |
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Catherine O’Connor is a professor of education and linguistics. She is director of the graduate program in Applied Linguistics at Boston University. O’Connor works with teachers and researchers to study language use in classrooms. She is the co-author of Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6, Second Edition and Classroom Discussions: Seeing Math Discourse in Action. |
2012 Winner Golden Lamp Award: Professional Development
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