Math Identity Blog Entry 3 - Math Talk Moves

I have really enjoyed learning about Chapin’s Five Productive Talk Moves. Although I have unknowingly used these strategies while teaching in past years, I have never really thought about them in depth. Using revoicing, students really have a chance to process their own thinking while the teacher or other individual voices their steps in proper terms. Asking students to restate someone else’s reasoning and to apply their own reasoning requires that students understand a strategy, perhaps one different from their own. Finally, prompting a student for further participation and using wait time allows a student the opportunity to respond on his or her own. It is important that we respect the child’s thought process and encourage the child to share their opinions, proving that we value their skills. While I am aware of these techniques, I still find it somewhat difficult to use them in the midst of teaching under time restraints and other pressures. I hope to become more comfortable using these strategies over the semester and into future years of teaching.

I did not teach or observe math this week, as I was in a Data Analysis Meeting for the 5th grade team on Tuesday and the 4th grade team on Wednesday. Last week, I remember observing a lesson on operations and key words that provide hints to which operation should be used in word problems. I noticed my teacher is excellent at providing sufficient wait time with students. She will call on students but if they are hesitant to answer, she will tell the student to think about his answer, as she probes other students. If the student is still stuck, he may ask for the help of a friend. At times, the silence is almost uncomfortable. The students realize, however, that their teacher is expecting an answer and that she is willing to give them ample time to respond. I will certainly be looking to my teacher as a model for this “talk move.” One other strategy she demonstrates particularly well is revoicing. Since my students are ELLs, it is critcal that my teacher models appropriate math language and vocabulary (and English language too) to aid their instruction.

If I could redo the lesson, I would also have students restate their friend’s reasoning. I think, in this way, students would be attentive to all problems rather than only the ones that are designated to one student by name. Students could also gain better insights to problem-solving strategies that could potentially be easier or more efficient. I would integrate this talk move into the teaching practice with simple prompts, like, “Student ___ can you tell me in your own words how Student ___ solved the problem?” I find this method would get students more involved in the lesson and foster a positive classroom culture.

*** NO pictures this week because I was in the Data Analysis Meetings mentioned in paragraph 2