Embedded Files
Connecting
Anticipating students’ solutions to a mathematics taskMonitoring students’ in-class work on the taskSelecting student strategies and students to share themSequencing students’ solutions purposefullyConnecting students’ approaches & the underlying math
"Children should learn their number facts. However, they would benefit from learning these facts by using an increasingly sophisticated series of strategies rather than by jumping directly to memorization."
-Lawson, 2016, p. 4 The mathematical territory between direct modelling and proficiency.
Connecting is essential to the learning or understanding of the mathematical goal.
Noticing and Naming, then Connecting: The educator helps name the strategies and have students notice the connections between their work, other students work and the learning goal of the lesson. The teacher can also help students make judgements about when and why you would use different strategies. The goal is not to have multiple, separate, discussions for each piece of work presented but to use the work to have one discussion around the mathematical learning goal for the lesson.
Each practice builds on another to lead to a successful lesson. Students by anticipating responses you now what to look for. By monitoring closely you make better selections of student work. Effective selection of student work enables you to sequence an effective discussion that connects students' thinking about strategies and ideas to build new learning.
Discuss: What small steps could you make to integrate the five practices into consolidation during your balanced math lesson? Take a look at the article linked on the left for an example.
Report abuse