Resources for High School [9-12]: Creating an Environment for Discourse
A Toolkit for Setting Up Your Classroom for Math Discourse
We know that participating in mathematical discourse is important for student learning. To help ensure that students are comfortable sharing their thinking, we put together this toolkit to help you get your classes setup for productive mathematical discussions. The toolkit includes four briefs with strategies for setting clear expectations, modeling productive mathematics discourse, promoting collaborative learning, and using structured routines.
The briefs are linked below and each include:
- An explanation and rationale
- Examples of specific strategies to implement in the classroom
- Links to other resources
- Questions to support PLC discussions about the strategies
The strategies described in the briefs will help you establish classroom agreements at the beginning of the semester that lay a foundation for a productive, supportive, equitable, and respectful learning community. Such a community benefits both students and teachers by promoting positive behavior, enhancing academic focus, and nurturing social and emotional development. Creating an inclusive, comfortable environment for discourse is important so every student voice and idea is heard and respected as students grow their understanding.
Let’s get started!
Creating an Environment for Mathematics Discourse Briefs
| Set Clear Expectations | |
| Promote Collaborative Learning | |
| Model & Provide Feedback | |
| Use Structured Routines |
High Quality and Group Worthy Tasks
Linked below are additional places to find the types of high quality and group worthy tasks noted in each of the briefs.
NC2ML Collection of Tasks for NC Math 1 – 3
NC2ML Practice to Action Tasks for NC Math 1 – 3
Thames Valley list of Non-Curricular Math Tasks
This work was supported by the National Science Foundation under grant DRL – 2100895 awarded to East Carolina University, DRL-2100903 awarded UNC Greensboro, DRL – 2100947 awarded UNC Charlotte, and 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.