Seminar+4

=Seminar 4 -- October 1, 2009=

Topics:
Mathematics discussions in the classroom Understanding mathematical concepts

Readings: Chapin, et al. Chapter 2 – Tools of Classroom Talk

Summary: This chapter describes five different talk moves as well as three different discussion types. The talk moves listed are Revoicing ("So you're saying..."), Repeating: Asking students to restate someone else's reasoning ("Can you repeat in your own words"), Reasoning: Asking students to apply their own reasoning to someone else's reasoning ("Do you agree or disagree"), Adding on: Prompting students for further participation ("Would someone like to add something more?"), and Waiting: Using wait time ("We'll wait"). These concepts are defined and discussed using different cases. Three talk formats (Whole-class discussion, Small-group discussion, and Partner talk) are defined and exemplified. Part of this definition process is clearly stating the purposes of the formats. The chapter concludes with four case studies.

Chapter 3 – Mathematical Concepts

Summary: In this chapter, the authors discuss the differences between conceptual and procedural knowledge. Three vignettes are then given to show how students can explore mathematical concepts, make mathematical connection and understand mathematical relationships, and how teachers and students can uncover mathematical misconceptions.

Assignments Due:
 * Lesson Planning Project Presentation** in Class