Productive Mathematical Discussions in Teaching Through Problem Solving

Authors

  • Awsaf Abdulla Alwarsh The University of Toledo

Abstract

This paper focuses on the importance of mathematical discussions and how can these discussions be conducted during teaching mathematics through problem-solving approach. In teaching through problem solving, mathematical dissuasions aim to develop students’ reasoning and connect students’ solution strategies with new mathematical ideas. To enhance these types of discussions, mathematics teachers need to apply sociomathematical norms, make specific talk moves, and plan for discussions in advance.

References

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn (2nd ed.). Sausalito, CA: Math Solutions.

Kazemi, E. & Stipek, D. (2001). Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms. The Elementary School Journal, 1, 59-80.

National Council of Teachers of Mathematics. (2014). Principles to actions. Reston, VA: Author.

Schroeder, T. & Lester, F. (1989). Developing understanding in mathematics via problem solving. In P.R. Trafton & A.P. Shulte (Eds.), New directions for elementary school mathematics (pp. 31-42). Reston, VA: NCTM

Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313-340.

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Published

2018-01-09

How to Cite

Alwarsh, A. A. (2018). Productive Mathematical Discussions in Teaching Through Problem Solving. Ohio Journal of School Mathematics, 78(1). Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/6039

Issue

Vol. 78: Spring 2018

Section

Articles

License

Copyright (c) 2018 AWSAF AA ALWARSH