Comparing two tasks for discourse The goal of this activity for PLCs or larger groups of teachers is to examine tasks and describe characteristics of those tasks that provide opportunities for improved discourse. Teachers then discuss ways to set up and maintain meangingful discourse about the mathematical ideas. Comparing_Tasks_Improved-Discourse(FacilitatorNotes) Two Tasks for Discourse Complexities of productive discourse Teachers discuss the difficulties that may arise when trying to facilitate productive mathematical discourse after reading this article by Ball and Chazan (Beyond being told not to tell) Further discussion includes considering teachers’ roles in facilitating discourse to support mathematical goals. This includes understanding and developing productive prior knowledge, supporting struggling or unmotivated learners, and maintaining cognitive complexity.

Comparing_Tasks_for Improved-Discourse(FacilitatorNotes)

Comparing Two Tasks for Improved Discourse