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 Developing Math’s Discourse Skills
Developing Math’s Discourse Skills
Title 
Developing Math’s Discourse Skills 
Duration: 
10 hours 
Prerequisites: 
Completed “ Advanced Educational Qualification”

Utilizing Manipulation in Teaching Math's Facts and Concepts

Material: 
Training Guide, Program Kit, and online resources on Marifah 
Level  Track: 
Specialized Level – Mathematics 
Target Audience : 
Math teachers grade (13). 
This program focuses on math’s discourse skills, and explains math’s discourse methods for supporting leanertolearner communication and the associated teaching methodologies such as cooperative learning, problemsolving, selflearning, learning logs, concept maps, acquired knowledge, multiple intelligences, six hats, drama, novels, etc. The program also explains the role of planning in teaching math subjects and assessing student’s level of acquisition of math discourse skills in the classroom by modeling, and providing them with specific tools for developing students’ reasoning and interpretations in oral and written expression.
Big Ideas
• 
Mathematical communication can encourage students to explain how they obtained an answer by describing their thinking process. 
• 
Mathematical thinking and mathematical communication go hand – in – hand. 
• 
Teachers should pose questions and use tasks that are challenging to student thinking. 
• 
Teachers should ask students to clarify and justify their mathematical ideas both orally and in writing. 
• 
Mathematical literacy should be a focus of all mathematical programs. 
• 
Writing can be used both as a way to communicate and to learn mathematics. 
• 
The use of journals in math classes provides students a tool to record their personal learning. 
Essential Questions
• 
How does the use of math communication strategies affect students’ mathematical thinking? 
• 
How can teachers promote communication while doing math? 
• 
How could literacy be a focus of mathematical programs? 
• 
How could teachers use writing and oral expression to improve students’ math discourse? 
Outcomes
Unit 
Outcomes 
1 
 • Define mathematical communication and language.
 • Explain the importance of mathematical communication to solve math problems.
 • Explain how math standard is consistent with discourse .
 • Define mathematical thinking.
 • Plan activities to develop mathematical thinking.
 • Illustrate the relation between student thinking and mathematical discourse .
 • Plan activities to apply “Talk Moves” strategy .
 • Critique practices in asking questions at math classroom.
 • Plan activities to apply “thinking load” strategy.

2 
 • Identify ways of communicating students’ understanding from mathematical concepts.
 • Present solving of math problems in; writing, orally, through illustrations, and with manipulation.
 • Explain the three steps of writing in Math.
 • Write a paragraph communicating the process of solving math problem following the three steps of math discourse.
 • Identify the types of math journals.
 • Explain the importance of math journals as a learning and evaluation tool.
 • Design a mathwriting journal based on journal criteria.
 • Create journals to support math discourse based on two main strategies .

Assessment
No 
Assessment 
Component 
Weight 
1 
Attendance and Participation 
Participation 
5 
Attendance 
5 
2 
Formative Assessment 
Selfassessment 
KWLQ 
5 
Vocabulary Tool 
5 
Trainer evaluation 
Task 1: Present a mathematical problem with solution in the way of communicating math. 
10 
Task 2: Write a paragraph expressing math discourse in writing.

10 
Task 3: Create propping questions to develop deep mathematical thinking.

10 
3 
Summative assessment 
Summative performance Task: Create journals to support math discourse inside classroom, following two strategies; Know, Do, & Write strategy, and Language Function Walls. 
15 
Exit Task 
5 
Portfolio 
10 
Final exam 
20 
Program Total 
100 
Time Distribution
No 
Item 
Time (min) 
1 
KWLQ 
15 
2 
PreVocabulary Tool 
15 
3 
Terminology 
10 
4 
Activity 1.1: Mathematical Communication & Problem Solving 
40 
5 
Activity 1.2: Mathematical standards and math discourse 
40 
6 
Activity 1.3: Improve Students’ Mathematical Thinking 
50 
7 
Activity 1.4: Use student thinking to promote discourse 
45 
8 
Activity 1.5: “Talk Moves” strategy that engages students in discourse 
45 
9 
Activity 1.6: The art of questioning 
45 
10 
Assessment task 
10 
11 
Activity 2.1: Math Communication 
50 
12 
Activity 2.2: Communicating by Writing 
50 
13 
Activity 2.3: Math Journals 
45 
14 
Activity 2.4: Design Math Journals 
50 
15 
Activity 2.5: Strategies to Support Math Discourse 
50 
16 
Assessment task 
10 
17 
Post Vocabulary Tool 
10 
18 
Exit Task 
20 

Total 
10 Hours 
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