Arguing Constructively in Math Class David Wees davidweesgmail

Arguing Constructively in Math Class David Wees davidwees@gmail. com @davidwees. com

Goals: 1. Participants experience the Sharing Skepticism routine. 2. Participants can explain how the routine supports mathematical argumentation.

Part 1: What is an instructional routine? Part 2: Experience the Routine Part 3: Unpack the Routine Part 4: Closing

Part 1: What is an instructional routine?

Instructional routines are routinized “designs for interaction that organize classroom instruction”. (Magdalene Lampert, NCSM, 2013)

Instructional routines embed instructional strategies Supports for ALL learners Instructional routines Repeated uses of routines

Cognitive focus in the classroom Without instructional routines…

Cognitive focus in the classroom Without instructional routines… With instructional routines…

Conversations about teaching Without instructional routines. . .

Conversations about teaching Without instructional routines. . . With instructional routines. . .

Part 2: Experience the Routine

Rehearsal Routine Sharing Skepticism

Sharing Skepticism

Sharing Skepticism

Sharing Skepticism WHAT: WHY: To count quickly and efficiently. To “argue like a mathematician”, to construct and critique arguments.

Sharing Skepticism Solve a problem Discuss Arguments Share and Critique Arguments Choose an Argument Reflect on Learning

Solve a Problem Ask yourself… o How can I make my process and reasoning as clear and convincing to others?

Solve a Problem Ask yourself… o How can I make my process and reasoning as clear and convincing to others? Find the number of circles.

Discuss Arguments “I think… because…” “This works because…” “How do you know…? ” “Can you help me understand…? ”

Share Arguments “We think… because…” “This works because…” “They think… because…” “Their argument works because…” “We wonder about … because …”

Choose an Argument THINK Ask yourself… Which of these arguments convinces me and why?

Choose an Argument PAIR Decide together on argument you both agree with and be prepared to explain your reasoning. Ask yourselves: Can we improve the argument?

Choose an Argument SHARE “We found … convincing because …” “We understood … better because …” “We can improve … by …”

Reflect on Learning When constructing arguments it is important to … because … When critiquing arguments it is important to … because …

END of Activity Consider Instructional Practices

Discuss with your partner: ● What do you think stays the same each time this routine is used? ● What do you think changes?

Rehearsal Routine Sharing Skepticism

Sharing Skepticism WHAT: WHY: To count quickly and efficiently. To “argue like a mathematician”, to construct and critique arguments.

Sharing Skepticism Solve a problem Discuss Arguments Share and Critique Arguments Choose an Argument Reflect on Learning

Solve a Problem Ask yourself… o How can I make my process and reasoning as clear and convincing to others?

Solve a Problem Ask yourself… o How can I make my process and reasoning as clear and convincing to others? Find the number of small white squares.

Discuss Arguments “I think… because…” “This works because…” “How do you know…? ” “Can you help me understand…? ”

Share Arguments “We think… because…” “This works because…” “They think… because…” “Their argument works because…” “We wonder about … because …”

Choose an Argument THINK Ask yourself… Which of these arguments convinces me and why?

Choose an Argument PAIR Decide together on argument you both agree with and be prepared to explain your reasoning. Ask yourselves: Can we improve the argument?

Choose an Argument SHARE “We found … convincing because …” “We understood … better because …” “We can improve … by …”

Reflect on Learning When constructing arguments it is important to … because … When critiquing arguments it is important to … because …

END of Activity Consider Instructional Practices

Discuss with your partner: ● What do you wonder about the routine? ● What do you notice about the routine?

Discuss with your partner: ● What elements of the routine do you think are helpful for student learning?

Part 3: Unpack the Routine

Sharing Skepticism Idea Carousel: Choose a poster where you want to start. (Re)Introduce yourself to the people in your group.

Sharing Skepticism Idea Carousel: With your group : Part of the Routine Description Rationale Describe this part of the routine. Explain why this part of the routine supports students. Questions you have about either the routine or the parts of the routine.

Sharing Skepticism Idea Carousel: With your group : 1. Rotate to the next poster. 2. Give the marker to someone else in your group.

Sharing Skepticism Idea Carousel: ✔ + ☆ Add a check mark where you agree with an idea. Use a plus sign when you want to add an idea. Star important ideas. Circle the most important idea.

Sharing Skepticism Idea Carousel: 1. With your group, quietly walk around and look at the changes on all five posters. 2. Put an exclamation point ( ! ) anywhere you are surprised or there is something you want to talk about further.

Sharing Skepticism Idea Carousel: 1. Return to your seats. 2. Open discussion: a. What questions do you have the instructional routine? b. What questions do you have that if not answered would prevent you from using the routine?

Part 4: Closing

More Resources and Acknowledgements tedd. org

Contact Information & Slides Blog: https: //davidwees. com Twitter: @davidwees Email: davidwees@gmail. com Slides: http: //davidwees. com/m/sd 71 sharingskepticism References: http: //davidwees. com/m/citations