Side by Side: Year 2 Collaborative Inquiry Balanced Mathematics Instruction

Presented by  
Sumita Paul, Castlebridge P.S.

Focus for Professional Inquiry:

1.. Communication

2. Accountable Talk

3. Thinking Critically

Fixed Mindset: Individuals in a fixed mindset believe you either are or aren’t good at something, based on your inherent nature, and your abilities, intelligence and talents are fixed traits.

Growth Mindset: While individuals in a growth mindset believe anyone can be good at anything, because your abilities are entirely due to your actions and can grow overtime.

Communicating-communicate mathematical thinking orally, visually and in writing, using everyday language, and developing mathematical vocabulary and a variety of representations

Student Strengths/Interests

  • Increased engagement during structured whole class discussion times
  • Increased student engagement during math activities
  • Attended well to visual information/stimulation (images, videos, picture books, graphic organizers)
  • Responded to open-ended challenges with curiosity and eagerness
  • Enjoyed competitive game situations
  • My students’  most urgent needs with respect to developing student thinking in Mathematics

  • Math vocabulary
  • Identifying important parts of a problem
  • Communicating their thinking
  • Baseline conversation

  • Students didn’t know how to listen/talk to each other..
  • Students had a hard time explaining their thinking.
  • They were not demonstrating the ability to revise, confirm, and disagree
  • They were not sticking with one idea within a conversation.
  • They did not demonstrate the use of multiple strategies.
  • Students did not utilize specific mathematical vocabulary
  • Focus for Professional Inquiry: (If/Then . . . statement)

    If we use accountable talk strategies and embed mathematical vocabulary throughout our teaching to help students make their thinking visible then students will have multiple opportunities to improve their ability to communicate and justify their thinking throughout the process of problem solving.

    Questions that Guided the Inquiry

    These questions guided the research direction we took within which to frame our observations, develop our theory of action, and plan our interventions.

  • What is accountable talk?
  • What is the value of fostering accountable talk in my classroom?
  • Can we use the talk moves to intentionally build a positive culture of learning?
  • How do we help students recognize that mistakes are not signs of failure but opportunities to help clarify and build understanding?
  • Are the habits of mind inherent in the creative process transferable to other areas of the curriculum (science, social studies and language)?
  • If so, what would that look like?
  • Seven positive norms in Math class

    1. Everyone can learn math to the highest level

    2. Mistakes are valuable

    3. Questions are really important

    4. Math is about creativity and making sense

    5. Math about connections and communicating

    6. Math class is about learning not performing

    7. Depth is more important than speed

    My Classroom

    Capturing students' thinking

    Capturing students' thinking

    Working in Ability Pairs

    Helping students to rely more on themselves to determine whether something is mathematically correct…

  • Why do you think that?
  • Why is that true?
  • How did you reach that conclusion?
  • Does that make sense?
  • Can you make a model to show that?
  • Technology in my classroom

  • Students used the App "Educreations” to capture their thinking and shared with the class with this visual prompt and oral sharing.
  • Click here to view this lesson about Muffles Math.
  • Click here to view this lesson about Cookies.
  • Consolidation

  • Students engaged in a variety of consolidation activities such as gallery walks, math congress and bansho to share their learning and clarify their understanding of the math learned that day.
  • Click here to view this lesson about Muffles Math, multiplying and adding with ten frames Explain Thinking.

    Click here to view this lesson about Clown and the Balloons.

    Comment Stream

    2 years ago


    2 years ago

    Wow, this is really impressive. It proves to me time and time again that students need explicit teaching to learn what we take for granted-ie how to engage in productive communication!