Overview

"Mathematical discussion (""maths talk"") has been identified as the primary vehicle for developing students' conceptual understanding of mathematics. Yet despite the importance of discussions to student learning, teachers face many challenges when facilitating mathematics discussions. This book provides a framework for ""maths talk"" with guidance, examples, tools and templates."

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9781544321134

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Reviews

I've been a fan of 5 Practices for Orchestrating Productive Mathematics Discussions for a long time! In this practical, teacher-friendly follow up to the popular resource, the authors provide educators with a roadmap to support facilitating productive mathematics discussions in their classrooms. In this new addition to the series, educators are treated to a comprehensive blueprint for implementing the five practices that includes scaffolds, realistic suggestions grounded by research, feedback and authentic data from practicing teachers, vignettes, gradespecific examples and opportunities to reflect on classroom practice, making this resource a valuable tool for elementary educators. -- Latrenda Knighten The Five Practices in Practice: Successfully Orchestrating Mathematics Discussions in Your Elementary Classroom is THE tool for helping ambitious elementary mathematics teaching a reality. It gives a rich, elementary lens to the original groundbreaking work through classroom examples, tasks, and accompanying videos. Simply put, it is a must-have for any mathematics teacher, coach, or administrator. -- John SanGiovanni This book is a must for all elementary teachers who want to teach mathematics deeply and equitably, or as Smith, Bill, and Sherin write-ambitiously. From the first page, you are invited to take a deep dive into each of the 5 Practices by unpacking the practice, considering the potential instructional challenges associated with the practice, and, through the use of videos, teacher responses, and student work, analyze the challenging and rewarding work of facilitating productive student discourse. Read this book, try what's suggested in your classroom, and watch ALL of your students truly shine as they demonstrate meaningful mathematical thinking and reasoning. -- Beth Kobett Mathematical discourse is the heart of effective instruction, but is challenging to implement well. Finally, this book provides a step-by-step guide for bringing the five practices for orchestrating discourse-anticipating, monitoring, selecting, sequencing, and connecting-fully into classroom practice at the elementary level. Through video examples, tasks, and student work, the authors provide practical advice for engaging young students in powerful class discussions centered on their strategies and mathematical thinking. This book is an invaluable professional resource. -- DeAnn Huinker At Illustrative Mathematics we were looking for a framework that would enable us to embed in our curriculum ambitious but achievable goals for teacher practice. The five practices was the perfect fit: a memorable, learnable set of principles that could be used by novice and veteran teachers alike to get their students thinking and sharing their reasoning. -- Bill McCallum As an elementary math teacher, nothing has helped me become more intentional and purposeful than the 5 Practices. In a continued effort to move student thinking forward, I really appreciated how the authors walked us through specific K 5 examples because this will definitely help me improve my craft. -- Ruth M. Heaton This book takes 5 Practices for Orchestrating Productive Mathematics Discussions to the next level as readers experience what these practices look like in real mathematics classrooms in Grades K-5. Readers will engage in analysis of videos and student work as they deepen their understanding of the five practices. The authors specifically address the challenges one might face in implementing the five practices in classrooms by providing recommendations and concrete examples to avoid these challenges. -- Cathy Martin This book is a comprehensive, ready-to-use, professional development plan inside a book's covers! Its components include student work, classroom video, features addressing challenges teachers face, as well as providing reflective opportunities to pause and consider. This amazing, must-have resource will truly engage elementary school mathematics teachers in `doing' The 5 Practices. -- Francis (Skip) Fennell Every elementary school math teacher needs to understand the practices in this book and know how to use them effectively in the classroom. Use of these practices will empower elementary school students to understand mathematics and feel like they can do math! -- Lois A. Williams Peg Smith has done it again. Building on her previous work with Mary Kay Stein (2018), Smith and coauthors Miriam Sherin and Victoria Bill have taken the next step in supporting teachers to engage students in rich mathematics discussions. Filled with examples and insights, both in print and on video, this book allows teachers to `see it in action,' make sense, and reflect on the challenges, and it provides support and guidance to implement the five practices in their own instruction. Perfect for teachers, teacher leaders, coaches, or others who support teachers in their instructional practices, this book literally connects theory to practice and provides honest and thoughtful reflections and guidance to work towards our ultimate goals-students' mathematics learning and agency. -- Cynthia H. Callard This book is packed with practical guidance, support, and actual footage of what it looks like to enact ambitious teaching through these practices. If there's a teacher or leader out there wondering how to ensure their classroom embraces ambitious teaching that is empowering and equitable, this is your guide. Read it. Practice it. Make it yours. There just isn't anything else out there pushing us to think and act as strategically in our math classrooms like this does. -- Levi J. Patrick This is a powerful and readable guide to shifting our elementary school mathematics instruction toward maximizing our students' learning. But it's the clarity and familiarity of the challenges we all face when trying to implement these five practices-and the practicality and detail of the guidance provided in each chapter to address these challenges-that set this book apart and make it so useful for professional growth. -- Steve Leinwand This book is so incredibly practical and grounded in the hands-on implementation of the five practices! It takes the ideas of the earlier book, which focused more on the what of each practice, and looks closer at the when, why, and how that is so important for teachers in their planning. In each chapter, I found myself nodding in agreement as the authors described challenges in using the five practices and thoroughly enjoyed the opportunities to reflect on the practices in relation to my own planning and teaching. -- Kristin Gray

Author Information

Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past three decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has coauthored several books including Five Practices for Orchestrating Productive Discussions (with Mary Kay Stein), the middle and high school versions of the Taking Action series (with Melissa Boston, Fredrick Dillon, Stephen Miller, and Lynn Raith), and The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussion in Your Classroom series (with Victoria Bill, Miriam Gameron Sherin, and Michael Steele). In 2006 she received the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from AMTE. In April 2019 she received the Lifetime Achievement Award from NCTM. Victoria Bill is a former elementary and middle school mathematics teacher. She is currently a Fellow and lead of the mathematics team with the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh.  She has been designing and facilitating professional development with administrators, coaches and teachers in urban districts for more than 20 years. She also develops curriculum, intervention materials and performance-based assessments. Bill was the Co-Pi on a collaborative research project between researchers from the LRDC, the IFL, and the Tennessee Department of Education in which an instructional Mathematics Coaching Model was developed. Bill regularly speaks at the National Council of Teachers of Mathematics, National Supervisors of Mathematics, and National Council of Teachers of Mathematics Research Conferences. She is co-author of the NCTM best seller Taking Action: Implementing Effective Mathematics Teaching Practices Grades k-5.  

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