Discourse
Discourse in mathematics instruction refers to the verbal interchange of ideas – both written and oral ways of representing, thinking, and communicating – that teachers and students use as they perform mathematical tasks. By orchestrating and promoting discourse, teachers can actively engage students in mathematical thinking. In discourse-rich mathematics classes, students explain and discuss the strategies and processes that they use in solving mathematical problems, connecting their own everyday language with the specialized vocabulary of mathematics.
Through discourse, teachers can better grasp the mathematical needs of the class—what the students know, misconceptions they may have, and how these might have developed. Focusing on the language of mathematics also helps teachers to reach out to English learners and make mathematics more accessible to them.
Building Options for Discourse: BODSTR
Over the past three years, SCOE has been working with local teachers to develop effective classroom strategies that increase the academic engagement of all learners. A team of school improvement, language arts, and mathematics specialists have developed a framework – Building Options for Discourse: Students and Teachers Responding (BODSTR) – and are helping teachers implement it by providing demonstration lessons and onsite support in selected classrooms across the county. Using this framework, teachers plan lessons that include three key strategies:
- Scaffolding thinking and language
- Providing rehearsal time
- Holding students accountable for listening and responding
The March 2010 issue of the SCOE Bulletin featured the BODSTR framework and highlighted strategies for increasing student engagement. The accompanying video illustrates the use of rehearsal strategies in a fourth-grade classroom. Access the print, audio, and video of this publication below.
SCOE Bulletin on Student Engagement | Mar 2010
Videos of Student Interviews
Over the years that SCOE’s mathematics team has been focusing on student discourse, they have created a variety of videos that feature student interviews. A sampling of the recent and archived videos is highlighted below.
Student Interviews | Nov 2009
Interviews can challenge our assumptions about what students know and lead teachers to adjust instruction. Learn more and watch students explain their understanding of equivalency.
Student Interview, Division of Fractions | Feb 2008
This is part of an interview series with students conducted prior to planning a lesson on the division of fractions.
Lesson, Division of Fractions | Feb 2008
Here is one portion of the five-day lesson developed to meet the needs uncovered during student interviews.
Video Archive
Student Interview, Discussing Math: This interview illustrates how second-language learners learn and talk about mathematics
Student Interview, Fractions 1: A student discusses whether shapes have to be congruent to have equal areas
Student Interview, Fractions 4: This interview shows the difference between a teacher’s assumptions and what students actually understand
Student Interview, Paper Folding Lesson: A fifth-grade student shows how mathematics is embedded in paper-folding activities
Student Discussion, Perimeter: Bilingual grade 6-8 students describe patterns they’ve observed in rectangles with the same area but different perimeters
Student Discussion, Slope: Two ninth-graders contradict our expectation that the key challenge for bilingual students is to learn mathematics vocabulary
Interview, Promoting Discourse: Edith Prentice Mendez, PhD, examines how promoting discourse can impact student learning
Contact
- Joan Easterday, Mathematics Consultant
(707) 524-2852, - Doreen Heath Lance, Mathematics Consultant
(707) 524-2853,
