Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are usable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
I really enjoyed reading about the math language routines. All of the different routines are unique and provide specific benefits to students. While reading the routine “Information Gap”, this made me think of my lower students, as well as my ELL learners. This discussion/conversation will be so beneficial for these students to listen to others speak about a problem and learn from others. Comparing their strategies and solutions will open up new ideas for solving problems and I hope that they will also use math vocabulary and learn from one another. The sentence starters will be helpful for this. “Three Reads” makes me smile for word problems. I love the 3 step process to help understand the word problem better before solving. So many students go straight to solving and this process will help them understand it better and share different strategies that can be used. I plan to try one of these new learning strategies in my class this week in hopes that my English learners can participate more in group conversation about math.
ReplyDeleteThat playlist really helped bring these language routines to life for me. These routines are embedded into so many of the Illustrative Math lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like. So good!
ReplyDeleteIt was great to read about all of the math language routines, it really gave me a better understanding of the IM math curriculum! I watched a couple of the videos from the playlist. The Information Gap was great to hear her explain it, then act it out with the student. I 5th grade teacher talked to be about that exact routine when she tried to do it with her class. We decided that the next time the information gap comes up, that i would come in and we would model it for her class, very similar to how it went in the video. We are thinking that it will really help her class to understand what it is they are being asked to do!
ReplyDeleteI have been enjoying use the math language routines as I have been teaching the new IM curriculum. My favorite one so far has been compare and connect. My students have really enjoyed solving the problems, comparing with others, and sharing their ideas. It has been very powerful as students have been able to learn new strategies and ways of thinking from their peers. I also like the Three Reads for solving tricky word problems! I enjoyed listening to the playlists as I was able to learn about some of the language routines that I haven't tried yet!
ReplyDeleteI enjoyed watching the Math Language Routines Videos just to get an idea of what it “sounds like” in an actual classroom. It made me pause and reflect on how beneficial it could be for my students to see the routine modeled if it is new. I think incorporating math language routines into our math block will help strengthen math vocabulary and increase student understanding of new concepts. The Three Reads sounds so valuable. My early readers still struggle with word problems simply because of the words not the math so I like the idea of students, “taking time to understand mathematical situations and story problems, and plan their strategies before finding solutions.”
ReplyDeleteLanguage is an integral part of our learning routine and an expectation students strive for every day. My students self-select an expectation each morning, specifically for math, and my students routinely choose to focus on the effectiveness of their "math talk" using mathematical language. I am quite a stickler for correct term usage and "sounding" like a mathematician when they pose a question or share their thinking (because they ARE mathematicians). Instead of "this or that", I urge them to name the role of the number or operation or unit to which they are referring. Is it the divisor? It is an addend? Is it the exponent? Unit rate? Such an emphasis on language has enriched our math discussions and translated into quality written justifications. Students have expressed a newfound confidence and a feeling of excitement when participating. Mathematical language routines provide an entry point for every learner to contribute in a meaningful and constructive way. Co-crafting questions (and responses) and comparisons and connections arise naturally in our daily math practices. In reading over the reflections of others and thinking back on my own practices, I hope to become more intentional in the math language routines I choose and incorporate new routines. The "Collect & Display" video was highly informative and provided concrete ways of gathering student voices in multiple mediums and sharing them with other students in planned sequences with teacher guidance. I witnessed evidence of ownership over thinking, movement of knowledge between students, records of specific student phrases being shared, and an opportunity to reflect as a whole class about how the collaborative process went and how their level of understanding changed after attempting the task. There are a number of practical and reasonable changes I can make to my approach to math language routines and I look forward to giving them a go!
ReplyDeleteIt was helpful to see the math language routines modeled. I had several pause & thinks. First, I could never teach middle school math, yikes. Second, I love how the language routines support the 8 mathematical practices, an area that I feel needs more attention. The "Three Reads" routine will be very helpful for my struggling readers and my students that feel less confident in their math skills. Hearing others discuss the problem before attempting to solve feels like a life preserver being thrown out. I also enjoyed watching the Info Gap routine, I think my kids will really like this, I want to give this a try when we come back from break. Finally, the Co-crafting Questions routine was also really interesting to watch, it reminds me of our science curriculum and how the lessons start with a picture or video 'phenomena' to hook students and get them engaged. Again, I'm thinking about how powerful this will be for my early readers AND my "Hurry Harry's" I feel energized to start practicing with my students!
ReplyDelete"First, I could never teach middle school math." 😂😂😂 I actually had to teach middle school math when we had our sub crises last January. I was surprised how nervous I was walking in there 😬, but they were terrific! They are still (mostly) sweet kids - just have bigger bodies.
DeleteI enjoyed watching the math language routines videos. It was interesting seeing some of the routines in action that are not included in the k curriculum, such as the info gap. I have found through teaching IM that a lot of the math language in kindergarten happens in the warm-up routines. My favorite one is notice/wonder and which one doesn't belong. Both of these activities are so simple and every student can participate, but sharing out loud the different thinking of each student and listening to their math language develop over the year has been really cool.
ReplyDeleteWatching playlist gave me idea to include language routines into my MAP groups. I would like to practice 'The info gap' and ' Three reads' with my students and find out how it will work with group of (2-3) students. I enjoyed listening questions asked by students, their willingness to analyze the problem, not only find solution to the problem but also to deeply understand each part of it (what 'constant', 'credit', 'debt' means).
ReplyDelete