NCTM

"The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research."

5 PRACTICES FOR ORCHESTRATING DISCUSSIONS

THE FIVE PRACTICES MODEL

-Margaret S. Smith, Elizabeth Hughes, Randi A. Engle, and Mary Kay Stein

"Discussions about high-level tasks provide important opportunities for students to learn what mathematics is and how one does it, they also present challenges how to orchestrate a discussion built from a diverse set of responses. A key challenge is to build on and honor student thinking while ensuring that mathematical ideas at the heart of the lesson remain prominent."

1. "Anticipating student responses to challenging mathematical tasks."

2. "Monitoring students' work on and engagement wit the tasks."

3. "Selecting particular students to present their mathematical work."

4. "Sequencing the student responses that will be displayed in a specific order."

5. "Connecting different students' responses and connecting the responses to key mathematical ideas."

"The practices can help teachers use students' responses to advance the mathematical understanding of the class as a whole."


Margaret S. Smith, Elizabeth Hughes, Randi A. Engle, and Mary Kay Stein, Mathematics Teaching in the Middle School, May 2009https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2009/Vol14/Issue9/Orchestrating-Discussions/