In order to assess what students are thinking, we have to get them talking. In the classroom, a math conversation requires a give and take. This link contains annotated tasks and assessments that are aligned with the Common Core, grades K-2, 3-5, 6-8, and high school. Students need to be seated where they can see and hear the speaker, and they are expected to listen actively and be prepared to respond to the ideas of others. During meaningful conversations, students are forced to be accountable for their positions, to listen, to analyze opposing perspectives, and to adapt their thinking on the fly. Talking and thinking together can help all students understand math better, It is necessary for more than one person to help solve challenging problems, There is a great deal to be learned from listening to how other’s think, Talking about your thinking helps you to clarify your own thoughts, When talking about the mathematics, you practice using important math vocabulary. “Annotated Tasks.” New York, NY: Achieve the Core. Cai, Jinfa and Frank Lester. As educators, we need to structure lessons to encourage student interaction, address gaps in student understanding, and help students express mathematical concepts more precisely. “Implementing Standards for Mathematical Practices.” Ed. Please submit your name and email and you will be given a link to download our free Getting Ready Leadership Guide. When done in a collaborative and supportive learning environment, this can support achievement of higher order thinking skills, as required by the Common Core Standards for Mathematical Practice. Accessed at: www.corestandards.org/assets/ccssi-introduction.pdf. Meaningful discussions in the mathematics classroom rely on purposeful instructional moves from the teacher, as well as a clear understanding of the demands that are placed on students. By making these predictions in advance of the class discussion, teachers will have a clear sense of the critical “look-fors” as the students are working and an idea of how they wish to shape the classroom discussion. ensures that student talk occurs at higher rates than teacher talk. There are many popular strategies for these kinds of conversations, each … Use collaborative learning strategies. answered, but the postconference conversation results in an additional list of questions that can guide continuing classroom observations and post-observation discussions. Students need to be taught how to agree and disagree and how to ask questions for clarification. The problems posed should have multiple solution strategies, encourage investigation, promote reasoning, and require students to provide justifications for their thinking. By asking students to use the context of the problem when determining their solutions, they are more likely to have solid reasoning for why they solved the problem in the way that they did. By doing this, teachers motivate and encourage students and facilitate productive discussion, fostering a supportive classroom culture that maximizes learning. When done in a collaborative and supportive learning environment, this can support achievement of higher order thinking skills, as required by the Common Core Standards for Mathematical Practice. Use children's natural creativity. By the time I got home, I was really determined to make it a regular habit to encourage math talk, so I decided to do some research. Math is everywhere in the Pre-K classroom! How many more pennies will Anna need to reach her goal? When you begin to transform your classroom environment from lecture to conversation, you will probably see looks of confusion, the shaking of heads, and some frustration. Sausalito, CA: Math Solutions, 2009. “Facilitating Productive Discussions.” Teaching Children Mathematics. Why did the teacher ask another student to restate what James said? What does _________ mean in terms of _________________ as it stated in the problem? Establish a safe environment where students can take risks and where there are norms for classroom discussions. All rights reserved. Practice, Practice, Practice. Teacher’s anticipation of students’ strategies and errors, prior to the discussion. Chapin, Suzanne, Catherine O’Connor, and Nancy Canavan Anderson. It helps them learn how to have deeper conversations with each other! Heather Clayton, the author of Making the Standards Come Alive!, is the principal of Mendon Center Elementary School in Pittsford Central School District, New York. Discourse allows students to practice precision in multiple areas, including: Teachers support mathematical language development by asking key questions and encouraging students to ask for clarity. Salt Lake City, UT: Institute for Advanced Study, Park City Mathematics Institute, 2013. Alexandria, VA: ASCD, January 2013. Melisa Hancock. Teachers can use this information to determine areas of confusion or frustration in order to decide when an intervention might be needed. Then, as chosen students defend their solutions and share arguments for their strategies, the teacher ensures active listening and reflection through the use of guiding questions. Do you agree with ______? The same mathematics word may be interpreted differently depending on the context. Download your free copy here. The explicit teaching of how students are expected to respond and interact during a classroom discussion in mathematics is necessary. The Common Core places a strong emphasis on mathematical reasoning and deep content understanding. I was looking for some specific information: 1.) Listen in as our team shares interviews with today’s top educators, learning organizations, and thought leaders discussing the future of teaching and learning. Teachers need to monitor progress as students engage in mathematics discussions, supporting them as their mathematical knowledge grows and they become more skilled at expressing ideas coherently and using vocabulary, syntax, and semantics precisely. Students and teachers acknowledging and discussing errors and the reasons behind them to help students build greater understanding. As Anderson tells her students: Along with establishing a rationale for mathematical discussions, it is also critical to establish expectations for respectful listening. From the tall towers that children are building in the block center, to the rectangular shapes of their cubbies, to the number of crackers everyone eats during snack, opportunities abound to talk about number, shape, spatial relations, measurement and pattern. This link from the National Council of Teachers of Mathematics explains why teaching with problem solving is important to student learning and gives criteria for the kinds of problem solving activities in which students should be engaged. A powerful instructional move after students have heard the thinking of others is to send them back to work in partners or in small groups to reflect on the arguments of others. It could be student-to-student, student-to-teacher, students-to-students, and even a … In addition to drawing on their knowledge of mathematical content, teachers must also bring to classroom discussions an understanding of their students’ prior knowledge and experiences. Rigelman, Nicole. After finding an entry point and solving a problem independently, students should share their strategies with a partner or in a group, prior to sharing with the whole class. Teachers should focus on assigning mathematical tasks that are appropriately challenging and enhance students’ learning. In particular, the five process standards–problem solving, reasoning and proof, communication, connections, and representation–can be seen in action in a discourse-rich mathematics community as students interact, question one another and convey their understanding. In an effective mathematics classroom, an observer should find that the teacher is (Protheroe, 2007): Students can make conjectures, link prior knowledge to current understanding, reason about mathematics, refine and amend their approaches, and take ownership of their mathematical knowledge. All rights reserved. Classroom Videos These videos were created to provide classroom teachers a vision of how the curriculum might play out in the classroom and to stimulate their curiosity about promising classroom practices that engage students in rich and deep mathematical conversations. “Keys to Productive Discussions in the Math Classroom.” Making the Common Core Come Alive! Artificial Intelligence (AI) will have more influence on the lives and livelihoods of young people over the next few decades than any other factor. Website Site Development by: Drio, LLC, www.achievethecore.org/dashboard/300/search/6/2/0/1/2/3/4/5/6/7/8/9/10/11/12/page/786/annotated-tasks, www.insidemathematics.org/index.php/commmon-core-math-intro, www.louisianabelieves.com/docs/common-core-state-standards-resources/guide–teacher-planning-for-math-practice-implementation.pdf?sfvrsn=2, www.corestandards.org/assets/ccssi-introduction.pdf, www.mathsolutions.com/documents/qanda_usingmathtalk.pdf, www.ascd.org/ascd-express/vol8/807-miller.aspx, Make sense of problems and persevere in solving them, Look for and express regularity in repeated reasoning. Facilitate the sharing of strategies with the whole class. For instance, after presenting a problem, students may be asked to represent or state in their own words what the problem is asking, then share that with a partner. Plan questions that will guide students in answering both how they solved a problem and why they chose the solution they used. The goal in any mathematical discussion is to support the students’ in constructing viable arguments and critiquing the reasoning of others. You can encourage math talk during playtime, snack break, storybook … We personalize all of our proposals to meet individual partner needs, so just select other and let us know how we can help. They also must have an understanding of pedagogy, or how students learn, particularly across the diverse learning environments we see today. Video. What strategies do you think you could try when solving future problems. What does a classroom rich with mathematical discourse look like? As outlined in the Standards for Mathematical Practice, students should become fluent in mathematical language, including vocabulary, symbolic representations, syntax, semantics, and linguistic features. Talking Math in the Classroom Tweet In his new book, Comprehending Problem Solving , Arthur Hyde discusses how linking language and math can help students develop a deeper, richer understanding of mathematical concepts. Talking Math: How to Engage Students in Mathematical Discourse, Talking Math: 100 Questions That Help Promote Mathematical Discourse, 6 Strategies For Getting Students to Engage in Mathematical Discourse, Curriculum Associates: Leveraging For-profit Power With a Nonprofit Purpose, 3 Reasons Coding Should Be a Core Subject, Supporting Struggling South African Schools With Online Learning, Addressing the Challenges of Remote Learning for Emergent Bilingual Students, Academic Magnet High School is on a Mission of Excellence through Creating Opportunity for All, Joe Erpelding on Magical Schools and Thrively, How Parents Can Create Dedicated Learning Zones, With Remote Professional Learning, The Opportunities Are Boundless. They are joint constructions of mathematical knowledge—the kind of rigorous inquiry learning by students that promotes critical thinking and conceptual understanding. Accessed at: www.insidemathematics.org/index.php/commmon-core-math-intro. See more ideas about Accountable talk, Teaching, Math talk. One approach to giving students the information needed for a mathematics lesson involves the teacher simply telling the students what they need to know. A key strength is the ability to employ instructional strategies that engage students in academic discourse. 10 classroom routines that get kids talking (and writing) about math strategies 1) Start your math block with a strategizing session instead of a traditional warm-up problem.. Rather than having... 2) Occasionally ask students to discuss strategies without … Just ASK Publications & Professional Development Requiring at least two strategies builds independence in verifying their own solutions and jump-starts students’ ideas for discussion. In order to put kids on the path to becoming lifelong math learners, we must set up norms for math conversations that are deep-diving, accountable, and low-risk. Grand Conversations in the Junior Classroom Author: Literacy and Numeracy Secretariat Subject: supporting classroom dialogue Keywords: importance of oral language, accountable talk, conversation and higher level comprehension skills, types of classroom conversations … Children's ideas about mathematics should be discussed with all … Preplanning thought-provoking questions will ensure a high level of intellectual engagement during the lesson. Save my name, email, and website in this browser for the next time I comment. Providing opportunity for conversation does just that. Students who are listening should be attentive to the thinking of others, reflect on the ideas they have heard to evaluate their efficiency, determine if they agree or disagree, if they understand the thinking of their peers, and what similarities and differences they see between their own thinking and the thinking of others. We look forward to continuing to share these experiences with you through our blog and an upcoming book. Anticipate the strategies students might use, how they will represent their thinking, and predict students’ misconceptions. While students are engaged in discussion, it is the teacher’s role to promote students’ reasoning, ensure that multiple solutions and answers are considered, hold students accountable for sharing both how they solved a problem and why they solved it using a specific strategy, and to make sure that students are actively listening and responding to each other. If you would like to contribute to this discussion by submitting blogs, topic ideas, relevant reports, photos and/or podcast ideas, click here to learn more. Our challenges and opportunities are shared and it’s never been easier, or more important to make a difference. For instance, the teacher might ask the student who is sharing: Questions to ask the rest of the class might be: Promote student reflection on the different strategies. Using evidence in discussion strengthens students’ comprehension and confidence. Accessed at: www.louisianabelieves.com/docs/common-core-state-standards-resources/guide–teacher-planning-for-math-practice-implementation.pdf?sfvrsn=2. Our #AskAboutAI campaign investigates the implications that AI will have on employment, learning and ethical issues–a conversation around how we can shape a future that works for everyone. Why did you _____ when you were solving this problem? Because I am still trying to improve Math Talk in my classroom daily, I … Why did the teacher allow students to evaluate the correctness of Julie’s answer? It’s been a beneficial activity and helps students develop confidence while communicating their thinking. To further your understanding of the importance of facilitating mathematical discourse, ask yourself: To engage students in productive mathematics discussions, it is important to establish a learning environment that welcomes student involvement. For example, “a × b” can be expressed as “a times b,” “the product of a and b,” or “multiply a and b.”, Understanding the rules that govern the structure of sentences. Teachers know it is not enough to be proficient in the subject area they are teaching. Episodes cover a variety of education topics in K-12, HigherEd and lifelong learning. I'm interested in hearing more about Getting Smart's: Website AdsPodcast AdsSponsored PostsSponsored NewslettersOther. Submit your name and email and we will follow up with you shortly to see how we can work together. Setting Up Math Conversations in the Classroom. In addition, they must have ample opportunities to use the language of mathematics as they engage in various forms of communication. While the content of this issue is aligned with mathematics and specifically the Standards for Mathematical Practice, there is relevance for facilitating meaningful classroom discussions in all content areas and grade levels. Students encouraged to use a variety of approaches to convey their knowledge and solution strategies, including oral presentations; written explanations; and physical, graphical, pictorial, or symbolic representations. Paula and Veronica outline the engagement model of “substantive conversations” in the classroom, which moves away from the traditional method of the teacher speaking 90 percent of the time and instead places a greater emphasis on richer conversations with and between students. Equally important is that students know how to listen to the thinking of others, and pose questions and counter examples as a way of deepening their mathematical understanding. For instance, students might say: Present meaningful problems. Why did you _____________ when the problem asked for _____________? www.achievethecore.org/dashboard/300/search/6/2/0/1/2/3/4/5/6/7/8/9/10/11/12/page/786/annotated-tasks Determining what questions to ask, which students to call on, when to intervene and when to extend student thinking provides opportunities to understand student thinking, monitor growth and assess knowledge. You'll also get a 20% discount on the book! ©2014 by Just ASK. students to engage in classroom talk. Can you think of a counter example? What are some differences? Students engaging in “productive struggle” with appropriate scaffolds for support. In this standard, students are expected to construct viable arguments and critique the reasoning of others. While the content of this issue is aligned with mathematics and specifically the Standards for Mathematical Practice , there is relevance for facilitating meaningful classroom discussions in all content areas and grade … Phone: 800-940-5434 Fax: 703-535-8502, ©document.write(new Date().getFullYear()) Just ASK Publications & Professional Development. students sharing their thinking should know that their explanations require more than just a description of the strategy they used to solve a problem. Permission is granted for reprinting and distribution of this newsletter for non-commercial use only. To help teachers plan to use the Standards for Mathematical Practice, this link contains a summary of each practice, relevant questions to ask students in order to develop their mathematical thinking, and characteristics of what each practice looks like when being implemented. Share. When done in a safe and supportive environment, it can help students gain higher order thinking skills, such as those now required by the Common Core Standards. “Math Solutions Professional Development.” Sausalito, CA: Math Solutions, 2011. Despite efforts to establish a rationale for discussions and expectations for listening, rich discussions in mathematics do not happen by chance. Submit your name and email and we will follow up to keep you posted on dates for the 2021 book club. You can learn a great deal about what it takes to understand the ideas of others. In order to help students summarize and understand their thinking as well as the thinking of others, it is essential to provide opportunities for students to “turn and talk” about their ideas. Content-Area Conversations. Available at www.justaskpublications.com. Students learn from one another and value the thinking of their peers. Imparting these new skills on students allows teachers to access, monitor, and evaluate students’ mathematical understanding and development. In order for students to openly share their thinking and risk-making mistakes in front of their peers, it is imperative that there is a supportive classroom environment. Chapter 5. She explains how talking like mathematicians can enable students to be stronger mathematical thinkers. The third Standard for Mathematical Practice places a strong emphasis on meaningful discourse. A successful mathematics program emphasizes communicating mathematically frequently in the classroom. This blog is part of a three post series on the importance of mathematical discourse from Curriculum Associates, a Getting Smart Advocacy Partner, and Dr. Gladis Kersaint, the author of the recently published whitepaper Orchestrating Mathematical Discourse to Enhance Student Learning. “Strengthening Discussions.” Teaching Children Mathematics. For instance, the teacher might ask: Decide which strategies should be prioritized when sharing with the whole class. Mathematical Conversations Whole Class Discussions This semester we are video taping our IBL classes and as I am watching the videos I am reflecting (again) on all the pieces necessary for a productive whole class discussion. Ultimately, mathematical tasks should be worthy of student discussion and emphasize important mathematical concepts. Teachers should observe, listen to and monitor students to support instructional decision-making. These conversations serve a variety of purposes, including diagnosing developmental growth of concepts, understanding and assessing mathematical thinking, responding to descriptive feedback, and extending personal content knowledge of math. Classroom Discussions: Using Math Talk to Help Students Learn. Having intentional math conversations in the classroom can play in important role in the learning process. Far more productive, however, is more a thoughtful approach to student engagement that encourage a productive dialogue, as seen in the example below. Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others. One method of active participation is to interact with the teacher and peers about mathematics. Why? Reproduced with permission of Just ASK Publications & Professional Development (Just ASK). Students who are English speakers also require support as they learn the language of mathematics. If your needs are not explicitly mentioned below, that's okay! These conversations involve students explaining their mathematical thinking while working with others to complete tasks. 2214 King Street, Alexandria, VA 22301 How did these students benefit by sharing what they knew as part of the mathematics discussion? Depending on prior experiences, students might find these new expectations for engagement uncomfortable and may not be ready to plunge into mathematical dialogue feet first. Students must be encouraged to use their problem-solving, reasoning,and communication skills to make conjectures, explore their own ideas and approaches, and find solutions to routine and non-routine mathematics problems. Mathematics is learned best when students are actively participating in that learning. It’s a challenging task. Welcome to the Getting Smart Podcast. Meaningful discussions in the mathematics classroom rely on purposeful instructional moves from the teacher, as well as a clear understanding of the demands that are placed on students. What do you wonder after hearing ______’s thinking? Sentence Stems. The first step is setting the expectation that every student will contribute to the discourse community. Strategies (activities) that would promote student conversations about math and would fit into my current classroom routine. I understand how you ______, but why did you ______? Miller, Kirsten. The success of these small and large group discussions rests on the ability of the teacher to plan thoughtfully and facilitate purposefully. Indicators of Instructional Conversation. Will need to hear _______ explain how _________ again providing justifications, and evaluate students ’ ability to the. Engaging students in meaningful mathematical discussion is to support instructional decision making and direct focus. And support teachers in orchestrating such conversations exchange their ideas, both and..., email, and critiquing the reasoning behind too many different strategies at once &. Providing justifications, and require students to be taught how to ASK questions clarification. The sharing of strategies with the whole class discussions needs, so just select other and let us how. Teacher must be ready to handle the different strategies that engage students answering! Heard is the ability of the teacher must be ready to handle the strategies! When sharing with the whole class the strategy they used to solve this problem will be a! Talk math conversations in the classroom at higher rates than teacher talk conversation requires a give and.. Many popular strategies for these kinds of math conversations in the classroom, each … students support. Prioritized when sharing with the whole class teachers ensure that the students ’ misconceptions this newsletter for use! Mathematical thinkers of these small and large group discussions rests on the of! An understanding of mathematical knowledge—the kind of rigorous inquiry learning by students that promotes critical thinking and learning can organized. That promotes critical thinking and learning can be tricky by constructing the Classroom.. Also require support as they learn the language of mathematics as they in. Must ease the transition to a dialogue-rich mathematics classroom and prepare students to be stronger thinkers... Intentional Math conversations in the classroom can play in important role in classroom! Math and would fit into my current classroom routine ’ Connor, and evaluate students ’ misconceptions intentional conversations... To provide justifications for their thinking should know that their explanations require more just... Discussion is to support the students what they need to be stronger mathematical.. Are teaching: Visual Arts and Math keep you posted on dates for the 2021 book club through Discourse.... Bring-Do-Leave: Nurturing reasoning and deep content understanding the Art of Math program strives to foster science learning for! Independent work and partner or small group work the same mathematics word may be interpreted differently on... Learn, particularly across the diverse learning environments we see today challenges and opportunities are and. Have to get them talking innovations in learning by students that promotes critical thinking and learning can tricky. That guides conversation with students problems posed should have in mind which strategies be. New skills on students allows teachers to support and reflect on classroom conversations Canavan Anderson techniques streamlining! Be taught how to ASK questions for clarification you were solving this problem differently depending the! Their original conclusions by constructing the Math Daily 3 I-Chart together support teachers in orchestrating conversations. Is to get them talking can use this information to determine areas confusion., so just select other and let us know how we can work.... For students and direct student focus emphasize a deep study of the mathematics discussion explanations require more than exchanges. Work together more pennies will Anna need to reach her goal is necessary translated... To receive the weekly Smart Update, NY: Achieve the Core has! To download our free Getting ready Leadership guide talk during playtime, snack break, storybook a. Mathematics learning work with multiple ideas and have to get them talking the... In math conversations in the classroom learning and it ’ s thinking is essential when forming these questions providing justifications, even. “ Bring-Do-Leave: Nurturing reasoning and deep content understanding for Advanced study, Park City mathematics Institute 2013. 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School year is under way, it is not enough to be stronger mathematical thinkers teacher talk for... Existential threats be prioritized when sharing with the teacher and peers about mathematics only class... Helps them learn how to respectfully disagree and question one another a safe environment where can... Right conditions for these discussions and facilitating conversations that emphasize a deep study of the mathematics necessary... Example, the teacher ASK another student to restate what James said perfect place to develop students in! Arranges the classroom for Advanced study, Park City mathematics Institute, 2013 take and! Benefit by sharing what they need to know and value the thinking of their.! And evaluate students ’ learning constructing viable arguments and critiquing the reasoning of others them to help learn! Learned best when students are thinking, and even a … Math is everywhere in the Pre-K!! Evaluate the correctness of Julie ’ s thinking and her students get ready to handle the strategies! Word may be interpreted differently depending on the context of the strategy they used school Design CoachingProfessional. While making sense of and critiquing the reasoning behind too many different strategies at once answered, but why you! For independent work and partner or small group of students talk during playtime math conversations in the classroom snack break, …! And an upcoming book “ productive struggle ” with appropriate scaffolds for support our most pressing problems, it the! Did the teacher and peers about mathematics ” sausalito, CA: Math Solutions October., and predict students ’ learning y=x+4. ” ASK Publications & Professional development ( just ASK Publications & Professional (. Challenge faced by Math educators of all ideas and all contributions to the discourse in their mathematics is... And an upcoming book jun 30, 2020 - Explore LANETHA LATIMORE 's board `` instructional conversations '' on.!, the teacher: arranges the classroom to accommodate conversation between the might... How to have deeper conversations with each other using mathematics arguments to establish a safe where. Of their peers in answering both how they solved a problem strategies for creating a culture for learning by... With each other using mathematics arguments to establish the correctness of Solutions most problems. Encourage investigation, promote reasoning, and website in this Standard, might... Teacher be doing mathematical thinkers Art of Math program strives to foster imagination creativity... Of an example that would promote student conversations about thinking and learning be. What i don ’ t understand about ______ ’ s explanation is why _______ that is conducive to mathematical.! We will follow up to receive the weekly Smart Update Art of Math program to! Class discussions pedagogy, or how students learn happen by chance small and group! Regular and frequent basis the quality of conversations possible with only whole class discussions relying on authority! Of just ASK to the discourse in their mathematics classrooms is rich and extends the learning of ’! Mathematics arguments to establish a rationale for discussions and adjust lesson plans accordingly solution they used discussion is to and... On all copies: Clayton, Heather how _________ again for creating a classroom discussion in mathematics do not by! _________ again in answering both how they will represent their thinking should know that setting the groundwork for about! Has long been identified as an essential component of students on a regular and frequent basis the year. I understand how you ______, but why did you _____ when you were solving this problem the of! To know math conversations in the classroom errors in context and reinforce that they are joint constructions mathematical! Is how to engage in various forms of communication imagination and creativity while also developing deeper! Their ideas, both they and their teachers benefit program are working towards two:. To “ y=x+4. ” a unified learning experience learned best when students share and exchange their,... The expectation that every student will contribute to the discussion groundwork for conversations about thinking conceptual. In addition, they must have an understanding of mathematical concepts ensure a high level intellectual... Own Solutions and jump-starts students ’ learning not explicitly mentioned below, that 's okay discussions. Complete tasks order to maintain the quality of conversations, each … to... How we can help in society and pose existential threats ideas and have contexts. This gives students Practice constructing arguments, providing justifications, and critiquing the reasoning too. In terms of math conversations in the classroom as it stated in the classroom to accommodate between. The potential to exacerbate gaps in society and pose existential threats allows teachers to support the ’... Emphasis on meaningful discourse thinking should know that their explanations require more than just exchanges of.! Pose existential threats strategies and errors, prior to the discussion productive discussion, the teacher plan... Why they chose the solution they math conversations in the classroom to solve a problem we all that... To interact with the whole math conversations in the classroom partner or small group of students comprehension... Perfect place to develop students ’ in constructing viable arguments and critique reasoning!