Get them talking: Your formula for bringing math concepts to life!
Want your middle schoolers to intelligently engage with mathematical ideas? Ready to help them construct and critique viable arguments that meet tough Standards for Mathematical Practice 3 standards? Look no further. This research-based gem will help you foster the critical reasoning and argumentation skills every student needs for intelligent discourse within our modern society. Learn how to bring mathematical argumentation alive in your classroom—all within a thoroughly explained four-part model that covers generating cases, conjecturing, justifying, and concluding.
Filled with content-focused and classroom-ready games, activities, vignettes, sample tasks, and links to online tools and a rich companion website, this innovative guide will help you
- Immediately engage students in fun, classroom-ready argumentation activities
- Plan lessons that foster lively, content-driven, viable argumentation
- Help students explore mathematical ideas and take ownership of their learning
- Facilitate deep mathematical understanding
- Promote students’ precise use of mathematical language to construct, justify, and critique mathematical ideas and mathematical statements or the arguments of others.
- Encourage logical, clear connections between abstract ideas for enhanced 21st century skills
This guide delivers all the tools you need to get serious about mathematical argumentation and bring well-planned, well-constructed mathematical discourse to life in your classroom today!
|Argumentation Is Important!|
|What Argumentation Is—and Is Not|
|A Four-Part Model of Argumentation|
|Teaching as Disciplined Improvisation|
|Improvisation for Argumentation and Norm Setting|
|Sharing Mathematical Authority|
|Getting Started With Argumentation|
|Argumentation Lessons Versus Argumentation in Lessons|
|What Does It Mean to Generate Cases?|
|An Activity Rich in Argumentation and Content|
|Vignette: Small Groups Generate Cases|
|What Does It Mean to Conjecture?|
|Vignette: Conjecturing Together|
|What Does It Mean to Justify?|
|Vignette: Justifying Multiple Conjectures|
|Teaching Moves for Eliciting Justifications|
|Vignette: Critiquing and Connecting Arguments|
|Teaching Moves for Critiquing and Connecting Arguments|
|What Are Representations?|
|Vignette: Visual Representations Foster Participation|
|Vignette: Gestures Enable a Unique Contribution|
|Using Dynamic Digital Tools|
|Four Levels of Justification|
|Level 0: No Justification|
|Level 1: Case-Based Justifications|
|Level 2: Partially Generalized Justifications Based on Cases|
|Level 3: Fully Generalized Justifications|
|A Rubric for Levels|
|Teaching Moves for Transitions Between Levels|
|What Does It Mean to Conclude?|
|How Can You Plan for Students’ Argumentation?|
|Written Lesson Plans|
|Visualizing a Lesson|
|Vignette: Visualizing Justification|
|Updating and Sharing Lesson Plans|
|Advice on Planning|
"In our work, we help teachers support rich, inclusive mathematical discussions among all students. For these discussions to happen, a classroom culture must be developed based on what are often new norms for mathematics class: that students should listen to each other, not just the teacher; that mistakes are OK, even welcomed, as students search for mathematical truth together. New norms take time and deliberate effort to develop."
Read more from Jennifer Knudsen, author of Mathematical Argumentation in Middle School-The What, Why, and How, on Corwin Connect.
"In the past, and even many classrooms today, a math class involved the teacher presenting a lesson, then students practicing the procedures therein, and the teacher correcting students along the way. But things are changing!"
Read more from Teresa Lara-Meloy, author of Mathematical Argumentation in Middle School-The What, Why, and How, on Corwin Connect.