Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are applicable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
My thoughts about incorporating math language routines into my math time has evolved so much more in the past two years, especially with the new math curriculum. I love how it is embedded into the daily routine. I do feel more successful with completing the verbal math routines in the warmup. My students know the routine, share their thoughts, listen to others and feel good about sharing. Though, I do struggle with some of the lesson activity routines when they are to WRITE. They struggle with not only formulating their thoughts quickly but writing down their reasoning without getting frustrated and giving up. Some of my kiddos have A LOT to say to explain their reasoning and when I say, write it down, they look at me like a deer in the headlights! Then I lose them! This is an area I will focus and model more on as we continue this year. I have found myself deliberately running around trying to listen and dictate down the thoughts of my lower performing students so that they can see their words in print.
ReplyDeleteI also enjoyed the first video on math routines about modeling the process with the info gap! We are currently doing math riddles and guessing the 3-digit numbers. It was a nice sample of how to work together and have open communication back and forth to solve the unknown.
I'm thankful that math language routines are embedded into the IM lessons and many of them truly do become "routine" for both teacher and students. One that I have been trying to use in our "Putting it All Together" math + flat panel training is the "Collect and Display" routine. I have been listening as teachers have engaged in a math experience together and jotting down some of the words and phrases that I hear them saying. When I share these words and phrases out, I usually get a few laughs and then they realize how much collaboration and collective thinking just occured during that experience.
ReplyDeleteAhhh, this is so juicy! I am drawn to the co-crafting questions routine...mostly because I remember the raging frustration I felt as a student when it came to these tasks. :) It is such a mind-bender! I think of the importance of building vocabulary in early childhood, and this routine is so enriching, but I am not yet sure how to bridge the brand-new-to-math-language gap with a task like this one. What I know for sure is that I can bring this posture of curiosity and zero-judgment right away. Such a different tone to set than the one I remember growing up!
ReplyDeleteMath conversations have been a focus for my kindergarten PLC. Specifically, we are focusing on supporting students in becoming active participants who can and will share their ideas with their partner during turn and talk. The quote "Conversations are back-and-forth interactions with multiple turns" stands out for me, as some of the math pairings in my class have one big talker and one student who mostly listens. They struggle to share their ideas when it is their turn. Then I have to wonder if they don't understand the concept or if they don't understand the language.
ReplyDeleteI like the three reads strategy. It really focuses on the language of the problem and takes away the pressure of solving the task before students understand the meaning of the problem.
I am enjoying the math language routines in my classroom. I love the discourse that it is bringing. Students that know what to say can share and then another student is able to use the language from the previous student to better explain their strategy or thinking. In 2nd grade we do not get to use all of the math routines and some of the other routines could work for my students. I might try to do something to incorporate them in the future. I also really enjoyed getting to see some of the routines in action. I would love to see them in a 2nd grade setting.
ReplyDeleteI was really intrigued by the Information Gap routine. It is embedded into the 3-5 grade curriculum, but I think it could really help 2nd graders understand the real world problem even better. Being able to ask for what is necessary would help them develop their understanding of solving real world problems.
I have a better understanding of the three reads that we do in our classrooms. I also just took the math flat panel training where it was suggested that you do not do that whole class, but only for the few that seem that they need it, so as not to give too much away to those that do not need the scaffolding.
I've been finding the math language routines incredibly valuable in my kindergarten classroom. They're proving to be great tools for meaningful discussions between my students. By providing scaffolding such as sentence starters, I've noticed a significant improvement in their ability to explain their thought processes.
ReplyDelete