Mathematical Discourse in Elementary Classrooms Using the Close Reading in Math Routine

Who we are

Ashley Lennox

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Amy Sandgren

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Which One doesn’t belong? 4 Corner

https://wodb.ca/index.html

Norms

Take what you need

Give what you can

Learning Intentions & Success Criteria

Learning Intention:

• I am learning about close reading in math and mathematical discourse, so I can increase student talk time and help students develop complex problem solving skills.

Success Criteria:

• I’ll know I’ve learned it when I have a plan to try the close reading routine.

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5 Strands of Mathematical Proficiency - Where Close Reading in Math Fits

Mathematical Discourse….What does the research say?

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• “Teacher questioning behaviors are very much related to increases in student achievement….Higher order questions (e.g. those that ask students to apply, analyze, and reason) produce more learning than questions that focus simply on recall of information.” (p. 41)

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These routines take time but are worth it! 1-2 higher order thinking will increase achievement!

Discourse and Universal Design for Learning (UDL)

• UDL is a concept borrowed from architecture
• “Barrier-free” or “accessible design”
• Lever handles on doors instead of doorknobs
• Ramps
• Wide interior doors

Example of UDL-Women’s Hockey

Why does the placement of the player’s name matter?

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Why would this change occur?

Mathematical Discourse is Advocacy

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• “Talking about their thinking clarifies students’ ideas and gives the teacher valuable information from which to make instructional decisions.” (p. 79)

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Assessment is from the Latin word “assidere” which means to “sit beside”

Close Reading Routine for Math Word Problems

Thank you Kristine Wilson from Glacier Hills for sharing this!

Plan for - Math Content Standard

Plan for - Scaffolding Complex Text

Which manipulatives will you use?

Grouping Structures?

Pool Noodle or Baywatch?

What context will need to be built for students to access the text?

Does this context require close reading?

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Plan for - Math questions that require deep thought

Build Context:

A family spent a week at a state park.

One member of the family hiked:

• One trail twice and another trail once

Another member hiked:

• three long trails once.

What do we notice (know) and what do we wonder?

Math questions that require deep thought

1st Read- no pencil

Retell what is happening in the problem with no numbers.

Partner B: In this problem __________.

Partner A: I would like to add ___________.

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What is the problem asking you to solve?

Partner B: The problem asks us to solve ___________.

Partner A: I agree and ____________.

Partner A: I disagree because ____________.

2nd Read- w/ pencil

• Identify key vocabulary
• Annotate the text (circle, highlight, strike through)
• Note any additional info that helps you understand the problem such as pictures or graphs

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Partner A: I underlined/circled _______because ______________.

Partner B : I underlined/circled _______because ______________.

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Partner A: A vocabulary word I don’t understand is ________________.

Partner B: That word means ______________.

I also wondered what that word meant.

3rd Read- w/ pencil

• Begin work to solve the problem
• “Read a little, do a little”
• “Does my answer make sense?”

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Partner B: I know we need to ___________ to solve the problem because ____________.

Partner A: I agree with you because _______________. or

Partner A: I disagree because _______. I think we should begin by _____.

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Partner B: Our answer is ______ it makes sense because _________.

Partner A: I agree because ____________ or

Partner A: I disagree because ________________.

Debrief

What do you notice about how this supports students?

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What do you wonder?

Brain Boost - Would You Rather?

Wouldyourathermath.com

Another example

Plan for - Math Content Standard

K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

(Found in the instructional guides)

Plan for - Scaffolding Complex Text

Which manipulatives will you use?

Grouping Structures?

Pool Noodle or Baywatch?

What context will need to be built for students to access the text?

How can we make it more concrete?

Does this context require close reading?

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Plan for - Math questions that require deep thought

Build Context:

• How will you build context for students?
• What academic vocabulary do you want students using?
• What may need to be explained that does not have anything to do with the mathematics (schema)?

Math questions that require deep thought

1st Read- no pencil

Retell what is happening in the problem with no numbers.

Partner B: In this problem __________.

Partner A: I would like to add ___________.

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What is the problem asking you to solve?

Partner B: The problem asks us to solve ___________.

Partner A: I agree and ____________.

Partner A: I disagree because ____________.

2nd Read- w/ pencil or modeling

• Identify key vocabulary (greater than, less than, teen numbers)
• Annotate the text (highlight the numbers)
• Note any additional info that helps you understand the problem such as pictures or graphs (the barn)

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Partner A: I crossed out _______because ______________.

Partner B : I crossed out _______because ______________.

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Partner A: I counted ________ to show ______cats.

Partner B: That is greater/less than _________.

3rd Read- w/ pencil

• Begin work to solve the problem
• “Read a little, do a little”
• “Does my answer make sense?”

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Partner B: I drew ___________ cats to solve the problem because ____________.

Partner A: I agree with you because _______________. or

Partner A: I disagree because _______. I think we should begin by _____.

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Partner B: My drawing shows ______ cats in the barn and _____ cats outside the barn, it makes sense because _________.

Partner A: I agree because ____________ or

Partner A: I disagree because ________________.

Ultimate Goal

Students can engage in a close read with a partner, and ultimately independently.

Adaptive reasoning allows for students to apply this where appropriate

Scaffold

Precision Partners

Scaffold

Manipulatives

Scaffold

• Sentence Stems
• Sequence

P.321

Why Close Read?

• Why did Stanford create the Close Reading (3 Reads) rather than just using one that exists to support students acquiring English?

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Discourse allows for

Multiple means of…

• Engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
• Representation to give learners various ways of acquiring information and knowledge
• Action and expression to provide learners alternatives for demonstrating what they know

Key Elements

• Setting the norms in the classroom
• Clarifying one’s thinking and classmates
• Making and testing conjectures
• Asking questions
• Rich and engaging math tasks
• Math tools for discourse
• Manipulatives, games, representations
• Building academic vocabulary
• Variety of group structures

Teacher’s Role

Fraivilig, J., Murphy, L.A., & Fuson, K. (1999). Advancing Children’s Mathematical Thinking in Everyday Mathematics Classrooms. Journal for Research in Mathematics Education, 30 (2), 148-170.

Student’s role

These are closely aligned to the Standards for Mathematical Practice

Learning Intentions & Success Criteria

Learning Intention:

• I am learning about close reading in math and mathematical discourse, so I can increase student talk time and help students develop complex problem solving skills.

Success Criteria:

• I’ll know I’ve learned it when I have a plan to try the close reading routine.

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Resources and Links

Would You Rather Math

Which One Doesn’t Belong

Close Reading in Math Instructional Guide

Math Language Routines Instructional Guide

LAUSD 2 Pager

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Prizes

THANKS!

Any questions?

Ashley Lennox

Amy Sandgren

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