Creating, Collaborating, and Computing in Math (CCC-M)

1. Creating, Collaborating
and Computing in Math
Enhancing the teaching and learning of
mathematics using technology
Riverside School Board and McGill University- December 10th, 2014

2. Agenda
1. Group norms and ground rules for participation
2. Activity on Edmodo
3. Brandon’s thesis
4. Videos-based lesson study
5. Lunch
6. Discussion on experiences with FA
7. Discourse in the match classroom
8. Planning for school visits

3. Group Norms
 ARRIVE ON-TIME AND PREPARED
 REMAIN ON TASK /TOPIC
 BE AN ACTIVE MEMBER OF THE GROUP
 WITHOLD ALL JUDGEMENT
 RESPECT OUR PEERS
 RESPECT THE STUDENTS: no mention of names (looking
at facts not behaviours)
 REMAIN POSITIVE AND SUPPORTIVE

4. Suggested Rules for Participation
on Edmodo
The CCC-M teachers are encouraged to
 Visit the CCC-M Group on Edmodo (at least) once a
week.
 Check regularly new postings and the replies.
 Post relevant messages to keep up-to-date on what is
going on in our classrooms.
 Reply to the others’ messages in a timely manner.
 Feel free to communicate openly and interact freely.

5. Discussion
Activity on Edmodo

6. Brandon’s Thesis

7. Video-based Lesson Study
Videos from Secondary and Elementary
Classrooms
 Secondary (Gr. 7): Adding & Subtracting Integers
 Elementary (Gr. 6): Math Magic
Video-based discussion platform
 Vialogues (https://vialogues.com/)

8. Formative Assessment
Ticket-
In
Favorite
No
Ticket-
Out
Peer
check
Examples

9. Identified Problem Areas in the
learning of mathematics
You have identified the following:
1. Transfer of knowledge
2. Decoding Application Questions and
Situational Problems

10. Principles of High Quality Teaching
http://sitemaker.umich.edu/ltp/home

11. Practices of High-Quality Teaching
http://sitemaker.umich.edu/ltp/home

12. Open Questions and Discourse
Who is doing most of the talking in the
class?
Is the task rich enough to allow a good
level of reasoning and conversation to
happen?

13. Talk Moves
Talk moves (re-voicing and restating):
 https://www.teachingchannel.org/videos/developing-communication-
skills
Talk moves:
 https://www.teachingchannel.org/videos/student-participation-
strategy

14. Reflection
 How do talk moves encourage students to make
connections with each other?
 Which talk moves do you use in your classroom?
Which could you add?

15. Re-voicing and Repeating
Can you tell me what … just said?
Can you repeat what … just said?

16. Restating
Can you say, in your own words, what … just explained?

17. Apply Your Own Reasoning
 Do you agree or disagree?
 What can you add to what … just said?
 What do you think about what … just said?

18. Supporting Good Math Talk Moves in
the Classroom
 https://www.teachingchannel.org/videos/teaching-ells-
to-participate-in-discussions-ousd

19. Why Math Talk?
 Videos
http://mathsolutions.wistia.com/medias/99txu2hv3q
http://mathsolutions.wistia.com/medias/k46tk935kw

20. Why Math Talk™?
Five Major Reasons That Talk Is Critical to Teaching and
Learning
1. Talk can reveal understanding and
misunderstanding.
2. Talk supports robust learning by boosting memory.
3. Talk supports deeper reasoning.
4. Talk supports language development.
5. Talk supports development of social skills.
From Math Solutions founded by Marilyn Burns
http://mathsolutions.com/common-core-support/math-talk/

21. Discourse Primer Tool
http://tools4teachingscience.org/tools/discourse_tools/primer.html
I-R-E Rich Discourse
 Re-voicing
 Probing
 Pressing
 Connecting ideas
 High cognitive tasks/questions
 More open questions
 Initiation-response-evaluation
 Partial answers
 Fill in the blank
 Read my mind
 Guess what is in my head?
 Yes or no answers
 1 or 2 word phrase answers
(closed questions)

22. Plan Your Math Talk Moves
How will you implement discourse in
your classroom?

23. Following the 5 Practices Model
From Orchestrating Discussions (Mathematics Teaching in the
Middle School, 2009)
1. Anticipating student responses to challenging
mathematical tasks
2. Monitoring students’ work on and engagement with the
tasks
3. Selecting particular students to present their
mathematical work
4. Sequencing the students responses that will be displayed
in a specific order
5. Connecting different students’ responses and connecting
the responses to key mathematical ideas

24. Select Your Task and Anticipate
Responses
Complete the Tool for Monitoring
Students’ Explorations

25. Planning for School Visits

26. Thank you and good luck with
implementing Math Talk Moves!
Dr. Alain Breuleux: alain.breuleux@mcgill.ca
Dr. Gyeong Mi Heo: gyeongmi.heo@mcgill.ca
Lei Nong : lei.nong@mail.mcgill.ca
Karen Rye: karen.rye@rsb.qc.ca
Tina Morotti: tina.morotti@rsb.qc.ca
Sandra Frechette: sandra.frechette@rsb.qc.ca