Atkins, S. (1999, January). Listening to students: The power of mathematical conversations. Teaching Children Mathematics, 289‐295.
This article focused mainly on the ways that you can foster children’s level of discussion in the classroom and how to guide learners in a mathematical community. The article discussed discussion by teachers asking the right types of question to push children’s thinking, as well as finding ways to position students in the classroom to talk to each other and to look at one another.
Stein, M. K. (2001) Mathematical argumentation: Putting the umph into classroom discussion. Mathematics Teaching in the Middle School. 7(2), 110‐112.
This article focuses on ways to enhance your classroom discussions with mathematics and the roles that students play. This article talked about how students have to be responsible for their reasoning and standing up to defend their answer and correlate it to others. It is the teachers job to come up with a problem that enables students to answer the question in multiple ways and find reasoning differently as well.
Chapin, S. H., O’Connor, C., and Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions. Chapter 9 – Planning Lessons
This chapter focuses on the lesson plan format that is helpful to having discussions in class. Some main points include the things that need to be included in the lesson. These things being identifying the learning goal for the lesson, knowing what confusion might occur, asking the correct type of questions for students, outlining how you will implement the lesson as well as identify the type of moves you will use in the lesson ahead of time. It is also important to think about how you will react to questions and comments in the middle of the lesson. It is also important to go back and add notes to your lesson about things that worked and things that didn’t work.
Kazemi, E. (1998, March). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 410‐414
This article focused on classroom norms that need to be present within a classroom to have thorough discussion and understanding about mathematic topics. These norms are not just norms that you have for classroom management or typical rules. These norms include thinking about math reasoning rather than steps needed to solve a problem, using errors to further understanding a concept, comparing similarities and differences between strategies for problem solving and also accountability for students to think about an answer. Students had to prove their answers were correct and work together until a consensus was reached!
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