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MIAA 320

Demonstration of Advanced Practice Courtney Boettger

Mathematical Discourse

Type Information here

Discourse:
Exploring occurred before discourse Students made a circle of any size to explore the radius Students wondered/discussed: What is the distance around the circle? Across? The distance across is double the size of compass If we make the compass the length of the given radius, will our circle be the correct size? How can we make the compass the right size? My snowman doesnt connect, what should I do differently?

4-7 Discourse
Essential Question:
Based on what you know about geometry, how would you describe drawing a basic house?

Task:

Type Information here

Discourse:
Students first debated about how a house looks Students drew and began to label their lines. Through conversation, many students remember key terms just as parallel lines and points What is it called when lines make a 90 degree angle? What is a corner? What if I drew windows and a door? Then students started pointing out concepts around the room.

Essential Question:
What happens to a variable in an equations and how can we undo those actions?

Task:

Discourse:
Much harder to get discourse Student was used to following notes so I had to talk through an example: 2x + 10 = 40 Student wondered/discussed: What order do I undo operations in? What is the inverse operation and how do we know this?

Work on next unit of math study and create essential questions for each lesson Present the unit as having big main idea question that cant be answered until end of the unit Similar to IMP Discourse will (hopefully) refer back to main question.

Reflection
Let kids run discourse! Keep building environment that allows constructive discourse I need to shut my mouth. Dont be afraid to wait It takes time!

The End

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