[vc_row][vc_column][vc_empty_space height=”50px”][vc_custom_heading text=”Discourse in Math — Don’t Just Talk About It” font_container=”tag:h2|text_align:center” use_theme_fonts=”yes”][vc_empty_space height=”20px”][vc_column_text]Learning mathematics is not a spectator sport. The rigorous mathematical knowledge sought for at all levels of instruction require deep thinking and persistent sense making from students. Communication about mathematics among students and between students and the teacher is the vehicle for bringing thinking to the surface, clarifying ideas, moving ideas forward, revealing misconceptions, and making key mathematical connections clear, transferable, and memorable. Mathematical discourse is the verbal and written communication that is centered around deepening thinking about and making sense of mathematics.
Students cannot learn only by being told or shown information. Through language students communicate in ways that engage them in reasoning and talking about math (Fogelberg et al., 2008; McKee & Ogle, 2005). The math standards of all states emphasize the importance of student communication of mathematical ideas, making mathematical discourse a required process in learning mathematics.
Complete the form below to download and continue reading the Discourse in Math — Don’t Just Talk About It whitepaper written by CORE Director of Mathematics, Dean Ballard.[/vc_column_text][vc_empty_space height=”24px”][vc_column_text][/vc_column_text][vc_row_inner][vc_column_inner][vc_column_text]If you’d like more information about how CORE’s professional learning services help teachers become more expert at teaching math, including the effective use of discourse, please call Dean Ballard, Director of Mathematics, at 888.249.6155 ext. 7 or email firstname.lastname@example.org.[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_empty_space][/vc_column][/vc_row]