Strategic Groups to Promote Student Discourse

In order to be proficient in the common core state standards, students also need to be proficient in the math practices. The ten math practices illustrate skills mathematicians have to solve problems in flexible ways and to explain their thinking to others. One way I promote the math practices inside my classroom is by implementing math talk about sixty-five percent of the math lesson. I believe that the more students are talking about mathematical concepts, the more the students will understand the instruction.

One way to promote student discussion around mathematical concepts is by creating strategic groups to support the concepts I am teaching that day. The math curriculum my school district uses is nice because students do not learn new material every day. The lessons usually cycle between new material and reviewing concepts already learned. I know when there is brand new information, students tend to struggle a little bit more. This is a great time for students to be paired up (mentor/mentee) to work through new material. Sometimes lessons review concepts already learned in previous lessons. These lessons usually pop-up towards the end of a unit when students have more exposure to the material. This is a great time for students who work at similar speeds to be paired up together. 

Discourse is important to have in the mathematics classroom because it solidifies concepts students are learning. Using strategic groups is especially beneficial to students who usually catch onto concepts quickly in math. I have found that these students usually are unable to explain their thinking to others. By allowing students to explain their thinking, they are building their conceptual knowledge of concepts.

So you might be asking: How do I create strategic groups inside my math classroom?

The first step you need to do is organize your class list. I like to organize my students in order by mathematical ability. Sometimes I look at how students scored on a unit assessment. Sometimes I create the list based their understanding of a specific concept. Sometimes I create the list by gut feeling. (The last way probably isn't researched based) 

After the list is created, you need to think about four different ways to group students. The first type of grouping is a mentor/mentee grouping. I look at my list of students and group a student at the top of the list with a student towards the middle. I think it is unfair for a student who always does well in math to feel dragged down by another student. I continue to work my way down the list matching a mentor with a mentee. 

Another type of grouping I create are students who work through math material at the same speed. I go through the list I created and match students at the top of the list with other students at the top of the list. (Same with students at the middle and bottom) While students are working, I am able to circulate around the room to help out groups. There will be some groups who finish quickly. I will make sure to have a supplemental extension problem for this group. I am also able to spend more time working with the students who needs a review of the math material. 

I like to create two to three different types of mentor/mentee and same speed groupings. I like having lots of options. I know that somedays the groupings just do not work for what ever reason. It is also nice to have students working with different students on a regular basis. 

I also like to create groups where students have three and four students in a group. I like these types of groups because students are able to work on critique each other and create viable arguments for their math work. 

By the time I am done making groups, I have around six to eight different types of groups to use in math instruction.  I like to give the students cute names: M&M, Skittles and Starbursts partners. I think this year I am going to create group names around fruits and vegetables. (Fruits will be M&M partners, Veggies will be same speed partners) During the three years I have used these types of partnerships, there hasn't been one student who figured out the reasoning behind the groups. I usually revisit these groups around once every two months just to make sure the groups fit the role they intend. 

Overall, I plan on using strategic groups to promote student math talk in the classroom. The use of math talk has been well received amongst the students in the classroom. Fifth, second and third grade students all love implementing math talk every day in the classroom.