Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
Dorothy Y. White
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
Anna F. DeJarnette, Jennifer N. Dao, and Gloriana González
Elicit productive discourse from students as they work through a bicycle rate problem.
Chalk Talk and Claim-Support-Question are two routines for developing students' ability to use multiple representations and encouraging classroom discussion.
Do you use group work in your mathematics class? What does it look like? What do you expect your students to do when they work together? Have you ever wondered what your students think they are supposed to do?
Kasi C. Allen
Collaboration in the mathematics classroom contributes to student learning as well as strengthened preparation for twenty-first-century professions. However, facilitating group work with teenage students can prove challenging. Three strategies for success are establishing a supportive classroom culture; structuring groups and tasks; and nurturing the effort.
Clayton M. Edwards and Brian E. Townsend
Changes to classroom rules of engagement, such as assessment, the curriculum, instruction, and the environment, can produce real results.
Kasi C. Allen
In this favorite lesson, students must engage in cooperative problem solving and think outside the algebra box as they work to make sense of the Purple Milk problem.
Thomas Hammond and Lanette R. Waddell
These activities develop pattern-seeking, prediction, and explanation. All the problems use Google™ maps (http://maps.google.com/) and some use little-known features of the tool. Before sharing these problems with your students, explore the site to become familiar with what the tool can do. Be careful, though–you may find yourself spending more time playing with its features than you had planned!