Activating Math Talk

Acknowledgments About the Authors Preface: Setting the Stage Part I: Understanding High Quality Math Discourse for All Students Chapter 1: High Quality Discourse in Math Classrooms Chapter 2: Engaging Emergent Multilingual Learners in Discourse Chapter 3: Mathematics Knowledge for Facilitating Discourse Key Takeaways about High Quality Math Discourse Part II: Activating Math Discourse in the Classroom Chapter 4: Teaching Students to Talk About Math Chapter 5: Structuring Math Lessons for High Quality Discourse Key Takeaways about Facilitating Math Discourse in the Classroom Part III: Talk Techniques for the Launch Phase Chapter 6: Story Problem Retelling Chapter 7: Task Think Aloud Chapter 8: Math Bet Lines Key Takeaways about the Launch Phase Part IV: Talk Techniques for the Explore Phase Chapter 9: Think-Pair-Rehearse-Share Chapter 10: Math Four Square Chapter 11: Talk Triangle Chapter 12: Solution Draft & Final Copy Key Takeaways about the Explore Phase Part V: Talk Techniques for the Discuss Phase Chapter 13: Math Talk Chain Chapter 14: All Talk Math Chapter 15: Probing and Pressing Math Questions Chapter 16: Math Learning Summary Key Takeaways about the Discuss Phase Part VI: Putting It All Together Chapter 17: Planning and Reflecting to Promote High Quality Discourse Key Takeaways about Putting It All Together Continuing the Journey Toward High Quality Discourse References Index

Paola Sztajn is a Professor of Mathematics Education at North Carolina State University and is a Principal Investigator in Project AIM (All Included in Mathematics). Her research program focuses on elementary teachers' professional development in mathematics and has been supported with several grants from different funding agencies. She has written over 90 papers, mostly focused on elementary school mathematics teachers and teaching. The overarching question guiding her over 20 years of work in mathematics education is: in which ways do practicing elementary teachers acquire and continue to develop the professional knowledge and identity needed to teach all students high quality mathematics? She works with colleagues from different fields, in collaborative studies that allow for in-depth investigations of this complex question. Daniel Heck is Vice President of Horizon Research, Inc. in Chapel Hill, North Carolina and is a Principal Investigator in Project AIM. His research and development work spans many areas of mathematics education: classroom learning environments and discourse; teacher professional development design, enactment, and impacts; curriculum design and enactment; and student problem solving. Tying all of this work together is a central interest in how teaching and learning in school can tap into students' intuitions, informal ideas, and insights to develop powerful, formal understandings of mathematics. He has enjoyed and benefitted from collaboration with colleagues in practice and research locally, across the country, and around the world who share this interest. Kristen Malzahn is a Senior Researcher at Horizon Research, Inc. in Chapel Hill, NC and a co-Principal Investigator in Project AIM. She began her career as an elementary school teacher and went on to receive a M. Ed. in Curriculum and Instruction at the University of North Carolina at Greensboro. Over the past two decades, she has worked on several mathematics education research and evaluation projects and published a number of journal articles and book chapters, many of which focused on mathematics professional development for elementary and middle grades teachers. Understanding the successes and challenges of teaching, she is most interested in supporting teachers as they work to provide effective mathematics instruction for each and every student.