Resources for Discourse Moves

Each and every student in North Carolina deserves math instruction that is equitable, engaging, and of the highest quality. Our aim is to help you create classroom experiences that foster confident and diverse mathematical thinkers, empowering them with the skills to effectively strategize and collaborate to solve problems.

When math learning is fun and relevant, students become strong mathematical thinkers with the tools to achieve success. With the right environment, every learner can flourish in and excel through math. To that end, a significant research base shows that small changes can make a big difference in creating high-quality, equitable instruction. A prime example is mathematical discourse, which is proven to address inequities in student participation, develop positive mathematics identities, and elevate mathematics achievement. NC2ML has selected a set of 9 discourse moves that you can use in any instructional scenario — one-on-one, small groups, and whole class — to fully achieve each and every student and help them be successful.

Stay tuned throughout the academic year as we roll out a new Discourse Move every month. These tactics will assist you in fostering student engagement and active participation from every learner. We’ll continue adding to our network of support through social media and blasts, conference presentations, and possibly a podcast.

Teaching and Learning Monthly Kit

A document that describes the move, why it is important, what both teachers and students are doing, and includes an example of the move in action

A set of sentence starters for students

Professional Development Monthly Kit

A set of slides for each discourse move to use with PLCs or in PD

Suggestions for how to use the Teaching and Learning resources in PD settings

Administrative Leadership Monthly Kit

A document for each move that explains the move and why it is important with connections to broader strategies (i.e., portrait of a graduate, NCEES)

General Resources

Download a one-page overview of the Discourse Moves Project Plan.

Download the Discourse Moves Research to Practice Brief.

Download Classroom Posters With Sentence Starters for Students.

Download Classroom Math Talk Bubbles

Creating an Environment for Discourse Resources

 

Supporting Multilingual Learners Resources

 

Amplifying Voices Podcast

Discourse Moves released by month

Sept

Revoicing

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
Oct

Inviting Participation

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
Nov

Assessing Student Thinking

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
Dec

Waiting

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
Jan

Assigning Competence

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
Feb

Encouraging In-progress Thinking

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
March

Orienting to Other’s Work

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
April

Advancing Student Thinking

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording
May

Attributing Student's Mathematical Ideas

Teaching and Learning Kit Professional Development Kit Administrative Leadership Kit DPI Webinar Recording

We’d love your feedback! Please send us any suggestions or errors by filling out this form.

This work was supported by the National Science Foundation under grant DRL – 2100895 awarded to East Carolina University, DRL – 2100903 awarded UNC Greensboro, DRL – 2100833 awarded to Appalachian State University. Any opinions, findings, and conclusions or recommendations expressed herein are those of the principal investigators and do not necessarily reflect the views of the National Science Foundation. Prior related work was supported by the NC Department of Public Instruction.