Think Alouds
As part of the LKDSB Math Action Plan, we are putting a great emphasis on Number Talks to improve student ability in the Number Strand. However, Number Talks are just one of the many types of 'Think Alouds" that are included in high impact instructional practices.
“Thinking aloud” requires students to talk through the details of the problem, the decisions they have made as they try to solve the problem, and the reasoning behind those decisions. Providing students opportunities to think out loud, collaborating with other students, helps to deepen the connections they make between mathematical concepts and the real world.
For consistency, we will reference the larger idea of "think alouds", in smaller more specific concepts such as; number talks, math talks, games and activities, and problem solving and have structured our samples in these categories.
In the Lawson Continuum and Fraction, Decimal, Percent area of this website, you will find samples of the different types of 'think alouds'. Below are the descriptors of each think aloud to help you understand the difference.
Number Talks
Number talks are math conversations based on purposely crafted computational questions or number strings. The teacher's role is as facilitator who asks questions and makes student thinking visible.
Examples of these can be found in the Number Talks books by Sherry Parrish or Making Number Talks Matter by Humphreys & Parker.
Math Talks
A math talk is a structured conversation about a math topic, which should be chosen intentionally to relate to the main math lesson or specific expectation. It is often focused more on mathematical concepts rather an operational strategies.
Games and Activities
Games and activities are intentionally chosen opportunities for students to deliberately practice strategies and skills with brief direct instruction and lots of opportunities to engage in math in a fun and exciting way.
Problem Solving
Problem solving opportunities can come in a variety of ways. In our resource you will find samples of rich tasks that encourage student sharing and collaboration, with the goal of creating a community of mathematical thinkers.
Three-Part Lessons are effective way to introduce concepts, build on prior knowledge, incorporate students' ideas and consolidate learning. These lessons usually involve Minds on, Action and Consolidation tasks
Problems solving tasks and experiences can provide opportunities for students to reason, communicate, represent, and connect, as well as to justify their thinking.