Paola Sztajn is a Professor of Mathematics Education at North Carolina State University and is a Principal Investigator in Project AIM (All Included in Mathematics). Her research program focuses on elementary teachers' professional development in mathematics and has been supported with several grants from different funding agencies. She has written over 90 papers, mostly focused on elementary school mathematics teachers and teaching. The overarching question guiding her over 20 years of work in mathematics education is: in which ways do practicing elementary teachers acquire and continue to develop the professional knowledge and identity needed to teach all students high quality mathematics?  She works with colleagues from different fields, in collaborative studies that allow for in-depth investigations of this complex question.

Achieve High-Quality Mathematics Discourse With Purposeful Talk Techniques

Engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms-with attention to the needs of every learner-can be a challenge. Based on research, Activating Math Talk tackles this challenge by bringing 11 practical, math-specific, productive discourse techniques to the classroom. You will be guided through each technique with

·         Classroom examples spanning grades K-5

·         Reflection moments to help you relate to your own instruction

·         Classroom vignettes that illustrate the techniques in action

·         Group discussion questions for engaging with colleagues

Acknowledgments
About the Authors
Preface: Setting the Stage
Part I: Understanding High Quality Math Discourse for All Students
Chapter 1: High Quality Discourse in Math Classrooms
Chapter 2: Engaging Emergent Multilingual Learners in Discourse
Chapter 3: Mathematics Knowledge for Facilitating Discourse
Key Takeaways about High Quality Math Discourse
Part II: Activating Math Discourse in the Classroom
Chapter 4: Teaching Students to Talk About Math
Chapter 5: Structuring Math Lessons for High Quality Discourse
Key Takeaways about Facilitating Math Discourse in the Classroom
Part III: Talk Techniques for the Launch Phase
Chapter 6: Story Problem Retelling
Chapter 7: Task Think Aloud
Chapter 8: Math Bet Lines
Key Takeaways about the Launch Phase
Part IV: Talk Techniques for the Explore Phase
Chapter 9: Think-Pair-Rehearse-Share
Chapter 10: Math Four Square
Chapter 11: Talk Triangle
Chapter 12: Solution Draft & Final Copy
Key Takeaways about the Explore Phase
Part V: Talk Techniques for the Discuss Phase
Chapter 13: Math Talk Chain
Chapter 14: All Talk Math
Chapter 15: Probing and Pressing Math Questions
Chapter 16: Math Learning Summary
Key Takeaways about the Discuss Phase
Part VI: Putting It All Together
Chapter 17: Planning and Reflecting to Promote High Quality Discourse
Key Takeaways about Putting It All Together
Continuing the Journey Toward High Quality Discourse
References
Index