What are the 5 practices in teaching?

The five practices are the follow- ing: (1) Anticipating, (2) Monitoring, (3) Selecting, (4) Sequencing, and (5) Connecting. Smith and Stein contend that Planning/Goal Setting could be called “Practice 0,” as this is some- thing teachers need to do before orchestrating a productive discussion.

How do you promote a productive discussion in math?

The Value of Productive Discussion in Math

1. heterogeneous grouping of students to ensure greater opportunities for discourse around diversity of understandings,
2. student understanding of the value of heterogeneous grouping for their development, to motivate them to engage in productive discussions, and.

How is discussion method used in teaching mathematics?

5 Steps to Take to Have a Successful Math Class Discussion

1. Anticipate problems. With less teacher guidance, some bumps in the road are inevitable.
2. Monitor students’ work. Be proactive while students are working.
3. Select particular students.
4. Sequence strategically.
5. Connect students’ responses to the key ideas.

What is a mathematical discourse?

Mathematical discourse is more than simply talking about math. It is a set of tools and practices that make both learners’ and teachers’ thinking visible. Mathematical discourse requires a vocabulary more formal than everyday conversation. As an example, consider drawing as a tool to help you think through a concept.

What are the practices for orchestrating productive discussion?

Too often the questions we ask are about yes/no correct/incorrect answers, rather than about thinking and ideas. Encouraging tutors to focus on these types of questions makes thinking and meaning the focus of the learning activity. The last three practices are about making the discussion part of the class happen productively.

Which is an example of one of the five practices?

This goal needs to be about the mathematical ideas involved. For example, about the connection between the different types of equations for lines, or about the distributive law, or about the relationship between squares and rectangles. This isn’t technically one of the five practices, since it happens “outside” the context of the discussion.

Which is the best book for orchestrating mathematical discussions?

The book I finished earlier this week is “5 Practices for Orchestrating Productive Mathematical Discussions” by Margaret S. Smith and Mary Kay Stein and coming out of the National Council of Teachers of Mathematics (NCTM) in the USA. I’ll get straight to the point: everyone in any sort of classroom where maths happens should read this book.

What’s the idea of orchestrating in a book?

In a nutshell, the idea of the book is that you can help students learn mathematical content by giving them tasks rich enough to be worth talking about and connected to the mathematical goals you have in mind, and then orchestrating class discussion of the methods students use and their connections.