Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Third Edition
Formerly called Classroom Discussions in Math: A Teacher's Guide for Using Talk Moves to Support the Common Core and More
Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math offers an awardwinning, unparalleled look at the significant role that classroom discussions can play in teaching mathematics and deepening students' mathematical understanding and learning. Based on a fouryear research project funded by the U.S. Department of Education, this resource is divided into three sections:
 Section I: Getting Started: Mathematics Learning with Classroom Discussions
 Section II: The Mathematics: What Do We Talk About?
 Section III: Implementing Classroom Discussions
This multimedia third edition continues to emphasize the talk moves and tools that teachers can use to facilitate wholeclass discussions that deepen students’ mathematical understanding.
New to This Edition
 46 video clips from every grade, kindergarten through sixth, show students and teachers engaged in successful classroom discussions. Some video clips are new to Talk Moves; others are alltime favorites selected from Classroom Discussions in math: A Facilitator's Guide to Support Professional Learning of Classroom Discussions in Math
 support for teaching with the Common Core State Standards for Mathematics
 Try It Out! sections offer specific mathematics problems, questions, and more than twenty lesson plans ready for immediate use in the classroom (lessons can be downloaded from mathsolutions.com/classroomdiscussionsreproducibles)
 Math Talk Tips highlight strategies for using specific talk moves, tools, and formats to develop students' mathematical learning
The DVD
The accompanying DVD organizes fortysix video clips by chapter and by grade level for viewing convenience. The clips range from one to nine minutes in length with a total viewing time of approximately two hours and twentysix minutes.
This resource also includes endofchapter discussion questions and discussion questions for each video clip. 
See how the Talk Moves products work together, click here.
Suzanne H. Chapin, Catherine O'Connor, Nancy Canavan Anderson
448 Pages
Author Bio 


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 twentyfive 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.  
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. 
I thought that the second edition of Talk Moves 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 and Chair, Education Department, 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 influence 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 Talk Moves program 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, CoDirector 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 Talk Moves is my “goto” 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. Talk Moves 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
Talk Moves is 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, P5 Mathematics Education, Morehead State University, Morehead, Kentucky