Seminar+7

=Seminar 7 -- October 22, 2009=

Topics: Moving beyond the textbook

Readings: Stein, M. K. (2001). Putting umph into classroom discussions. //Teaching Children Mathematics//, 7(2), 110-112. [|Stein_PuttingUmphIntoDiscussions.PDF]

Summary: In this short article, Stein offers suggestions for taking on the challenging recommendation of discussions in the mathematics classroom. Teachers should provide a provocative task that allows for discussions during the task and after the task has been completed. She finishes her article by looking at how research supports her implications for teaching.

Beto, R. A. (2004). Assessment and accountability: Strategies for inquiry-style discussions. //Teaching Children Mathematics,// 10(9), 450 – 454. [|Beto_Assessment&Accountability.PDF]

Summary: Beto begins the article by asking the question of how a teacher can implement discussions in a "large" class. She then proceeds to answer the question by offering practical steps that teachers can do to change from direct instruction, which includes ideas for how to set the scene, how to keep the discussion moving, and how to assess in a discussion-based classroom.

Leatham, K. R., Lawrence, K., & Mewborn, D. S. (2005). Getting started with open-ended assessment. //Teaching Children Mathematics//, 11(8), 413 – 419. [|Leatham_OpenEndedAssessment.pdf]

Summary: Leatham, Lawrence, and Mewborn look at how open-ended assessments can be beneficial for the elementary classroom. They begin by mentioning some of the characteristics of open-ended assessment. The article then provides a look into a fourth grade classroom where the teacher discusses how she began to implement open-ended assessment, the benefits that came to the students, and the benefits that came to the teacher.