Responsible for emotional integration of sensory input and memories. Located deep in the hemispheres. The basal ganglia are made up of the globus pallidus, caudate nucleus, and amygdala.
Teachers demonstrated procedures, students silently practiced with worksheets and workbooks, and answers were quickly assessed as right or wrong. In contrast, today's vision of mathematical proficiency blends computational fluency, conceptual understanding, and application, moving math beyond memorization and computations into reasoning and problem solving.
As we work to adjust our teaching practice to align with our goal of developing mathematical thinkers, we recognize the importance of talk and writing.
Through math talk, our students are able to process their ideas, hear others' thinking, and ultimately revise and refine their own understanding. Creating language-rich classrooms can be challenging for teachers.
Figuring out what questions to ask, determining how to cultivate productive math talk, and finding ways to support precision in communication challenge us as we rethink math instruction. Questions That Promote Math Talk What questions do you ask to promote talk and writing in math class and how do your questions foster diverse thinking?
Each type of question challenges students to think about mathematics in a different way. How questions ask students to explain procedures. They are challenged to identify and communicate the steps they take as they perform math skills or solve math problems.
How did you solve that problem? What did you do to get that answer? Why questions ask students to make sense of math ideas and justify their answers and processes. Can you defend your answer?
Why did you choose that strategy? How does this compare to …? How is this like …? How is it different? How is this problem like one you've seen before?
What do you notice? What did you observe in the chart, table, graph, or investigation? What patterns do you see? What is the big idea? What is the rule?
Will it always work? What did you learn? They reflect on what they learned and ask questions about what remains unclear. What is something new you learned today? What questions do you have? What is easy or hard about this skill?
With careful attention to the questions we ask, we prompt diverse thinking and stimulate rich class discussions that support our students as they test their thinking, refine their skills, build conceptual understanding, and solve math problems.
Cultivating Math Discussions And who answers these questions? Simple instructional shifts, like asking students to reflect silently followed by partner talk, rather than calling on one student to answer a question, allow all students to process the question and voice their thinking, which yields rich classroom discourse.
Specific questions that encourage student-to-student talk serve to extend discussions and draw more students into the classroom conversations. Did anyone solve it in a different way than Liam did?IMPORTANT BRAIN REGIONS RELATED TO COGNITION: In most people the left cerebral hemisphere is responsible for speech, math, reading, and writing.
Damage to the left hemisphere often results in In most people the right cerebral hemisphere is responsible for visuospatial skills, direction, attention, and the regulation of emotions. Damage. Here is how I do it myself and imagine it for others: Writing comes after talking, in two ways.
First, in my own personal history I learned to speak way back, effortlessly, but to write later, with difficulty. That effort requires skills, namely, the arts of reading in the broad sense, the . Math Is Language Too: Talking and Writing in the Mathematics Classroom Skip to main document Math Is Language Too looks at children as sense-makers, storytellers, metaphor, and language to develop mathematical thinking skills and strategies.
Included are classroom-tested, hands-on activities in geometry and algorithms and directions on.
Talking and Writing During Math? From Math Journals to Math Talk Tomika Altman-Lewis A.I.G. Facilitator Fayetteville Street Elementary Durham Public Schools. Develop mathematical thinking and communications skills Every course should incorporate activities that will help all students progress in developing analytical, critical reasoning, problem-solving, and communication skills and acquiring mathematical habits of mind.
Features that contribute to an effective community of writers also apply to mathematics classrooms, where students use writing and talking "to make their mathematical thinking visible," according to Phyllis and David Whitin (Math 2).