Developing Math’s Discourse Skills

Program Details

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 (1-3).

Short Description

This program focuses on math’s discourse skills, and explains math’s discourse methods for supporting leaner-to-learner communication and the associated teaching methodologies such as cooperative learning, problem-solving, self-learning, 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?


Unit Outcomes
  • • 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.
  • • 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 math-writing journal based on journal criteria.
  • • Create journals to support math discourse based on two main strategies .


No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-assessment KWL-Q 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.


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

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 KWL-Q 15
2 Pre-Vocabulary 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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