Orchestrating productive whole class discussions: the role of designed student responsesTools Evans, Sheila and Dawson, Clare (2017) Orchestrating productive whole class discussions: the role of designed student responses. Mathematics Teacher Education and Development, 19 (3). pp. 159-179. Full text not available from this repository.AbstractThe value of students publicly sharing and discussing their solutions to unstructured problems is widely recognized. This can, however, be pedagogically challenging. The solutions may be partial, unclear and unpredictable. For many teachers, particularly those new to working with such problems with their students, the improvisation needed to orchestrate productive discussions can be unmanageably high. In this paper we present a pedagogical tool to help teachers. Specifically, teachers orchestrate discussions of designed, worked-out solutions to unstructured problems. The worked-out solutions have been carefully pre-designed for teachers to use in lessons. Knowing the range of distinct solutions students are to work with supports teachers’ planning. The reduced need for improvisation means they are better placed to learn and practice new ways of probing students’ reasoning. These acquired practices may then be applied to discussions of students’ own responses to a problem.
Actions (Archive Staff Only)
|
Tools
Tools
