ERIC Number: EJ1160023
Record Type: Journal
Publication Date: 2017-Nov
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
Supporting Productive Struggle with Communication Moves
Freeburn, Ben; Arbaugh, Fran
Mathematics Teacher, v111 n3 p176-181 Nov 2017
"Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014, p. 10) contains eight research-informed teaching practices that have been shown to support students' mathematical thinking and learning. Two teaching practices highlighted herein are "to elicit and use evidence of students' thinking" and "support students' productive struggle in learning mathematics." Through enacting these two teaching practices, teachers can support students in ways that do not take over the thinking of the students. Such communication involves teachers determining "how" students are thinking mathematically and, in the moment, being able to respond in a way that supports students building on their thinking. In this article, the authors share a set of communication moves that teachers can use to support efforts to "elicit and use evidence of students' thinking" and "support students' productive struggle in learning mathematics" and then illustrate how a teacher can implement such moves while working with students.
Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Logic, Thinking Skills, Communication Strategies, Interpersonal Communication, Questioning Techniques, Middle School Students
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A