Math Talk

One of the most powerful tools I have, to promote learning in math, is the use of math talk. Math talk creates a classroom environment where students have to collaborate in order to solve a math expression. I have seen many benefits from incorporating math talk in the classroom.

The first thing that I have noticed inside my classroom is that students are able to clarify their understanding by using math talk. Students must explain their ideas to others. This helps deepen each students understanding of the concepts. When a student is confused, another student is there to help clarify. The more a student explains their understanding to others, the deeper their understanding is of a concept. I think this concept is great for the math student who is able to quickly reach an answer. By requiring the student to slow down, and explain their thinking they are able to think more critically about why a concept works.

On the flip side, if a student struggles with a concept, they are able to receive help from another student. Students are able to work together to find errors in their work. I always teach my students that if you reach the end of a problem and get different answers, you need to go back and check both students' work.

Another reason math talk is so beneficial in the classroom, is because students are able to solve a problem using multiple approaches and still reach the same answer. When students talk about different ways to solve a problem, they are promoting flexible thinking. Flexible thinking is beneficial when a student is trying to solve a problem and their approach just isn't working. Students need to build perseverance and continue to work until the answer is solved. Solving a math problem multiple ways also helps students realize what methods are more efficient than others.

Lastly students are able to ask questions and critique others in a respectful and safe way. I have
pictures of sentence starters for students to use while they are math talking. These sentence starters encourage students to think critically how they solved a problem. Sometimes I have students focus on using one question during a problem. Sometimes students look back to the sentence starters as guidance for how to help a friend.

Overall, I think the use of math talk is a crucial part of math instruction. By using discourse, students are able to solidify concepts. Teachers are able to take more of a facilitators approach rather than give direct instruction to students. I am to have sixty percent of my lesson containing math talk. How much math talk do you have in your classroom?