Coursework Cover Page
Course 5852: Leading Intentional Talk with Young
Mathematics Students
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Collaboration & Plagiarism Policy
As an institution committed to professional development, Learners Edge believes each course participant will complete
coursework with integrity, and will approach the course and all requirements in an honorable manner. At Learners
Edge, we believe some of your best resources are your colleagues. As such, we’ll ask you to connect with them to
share ideas and best practices. Collegial brainstorming and idea sharing are always encouraged. Teachers are encouraged
to read the text together, share information, discuss concepts, etc. However, when it comes time to actually completing
the requirements for the course, the following guidelines must be met.
Read and Respond:
For the few text questions that are general in nature, your responses may be similar (not identical), as the material might
not be unique to an individual teacher’s classroom. However, each person is still expected to craft his/her own
responses to these questions following the group’s brainstorming/idea sharing session. Most questions, though, are very
classroom specific—and ask teachers to reflect on their personal experience, their own courses, and their own
classroom. These questions do require a very individualized response.
Resources:
We ask teachers to explore current resources which enhance and individualize learning experiences. You will cite these
resources as you consider how to use information obtained. We expect you to summarize the resources in your own
words. While two or more teachers may use the same article, the written responses to that article must be unique to
you.
Reflection Requirement:
Because we, along with our academic partners, believe that reflection is an essential part of learning, this section is
designed with prompts that allow you to deepen your understanding of the course content. Specific prompts are
provided for this requirement to focus your writing and reflect on how the coursework has deepened your practice and
philosophy. This requirement should be written from the perspective of each educational professional, offering details,
opinions, and examples that support contentions. Although we value quality over quantity, the Reflection Requirement
should be a minimum of 2 double spaced, 1 inch margined pages.
Application Requirements:
The intent is to create usable lessons/activities that each teacher can integrate into his/her classroom. In almost every
case, this will require a substantially individual design—since each teacher teaches different curriculum, different
students, etc. In a rare case where, for example, two teachers team teach—teaching virtually the same students and
same curriculum and can each truly implement the activity they have designed in their classrooms, we would accept
work that is similar. However, these situations must have prior approval from Learners Edge. Of course, any
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Course Syllabus
Course 5852: Leading Intentional Talk with Young Mathematical Students Continuing
Education Graduate Credit: 3 semester credits or Non-credit
Course Description:
The need for students to develop deep understanding of mathematics concepts continues to gain national
attention. Establishing a strong foundation of mathematics thinking, especially in grades K-4, provides the
springboard from which students can build higher order critical thinking and mathematics problem-solving skills in
later grades. This course prepares K-4 teachers to engage students in meaningful conversations that will help
develop their mathematical thinking. Teachers will learn how to move math talk to the next level – transitioning
from asking students to share how they solve mathematics problems to implementing a framework for planning
and facilitating purposeful discussions that enrich and deepen student understanding. Additionally, strategies to
improve student participation in discussions are an integral part of the course.
Goals and Objectives: Upon completion of this course, participants will be better prepared to:
• Reflect on assumptions and insights of practitioners, researchers and self
• Compare and contrast use of open strategy sharing and targeted discussions
• Apply multiple planning templates to guide mathematics discussions
• Evaluate case studies to identify specific strategies for leading effective mathematics discussions
• Analyze potential math problems/tasks for implementing various discussion strategies
Required Text/Reading:
Text(s): Kazemi, E., and Hintz, A. (2014). Intentional Talk: How to Structure and Lead Productive Mathematical
Discussions. Portland, ME: Stenhouse Publishers.
Knowledge Base: The knowledge base of this course, in part, is affirmed in the writing and research of these
references:
Chapin, S., O’Connor C., and Anderson, N. (2009) Classroom Discussions: Using Math Talk to Help Students Learn.
2nd Edition. Sausalito, CA: Math Solutions
Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A and Wood, M. (2011). Smarter Together! Collaboration and
Equity in the Elementary Math Classroom. Reston, VA: National Council of Teachers of Mathematics.
Molina, C. (2012). The Problem with Math is English: A Language-Focused Approach to Helping All Students Develop a
Deeper Understanding of Mathematics. San Francisco, CA: Jossey-Bass.
Parrish, S. (2010) Number Talks. Sausalito, CA: Math Solutions
Smith, M. & Stein, M. (2011), 5 Practices for Orchestrating Productive Mathematics Instruction. Reston, VA: National
Council of Teachers of Mathematics, INC.
Van de Walle, J., Bay-Williams, J., and Karp, K. (2012). Elementary and Middle School Mathematics: Teaching
Developmentally. 8th Edition. 8. Lebanon, IN: Pearson Education Inc.
Willis, J. (2010) Learning to Love Math: Teaching Strategies that Change Student Attitudes and Get Results. Alexandria,
VA: ASCD.
Americans with Disabilities Act – Accommodations will be provided for individuals with documented disabilities
or special learning needs. Please let us know at [email protected] how we can help!
Important Dates
SPRING SESSION
•Coursework
completed by
April 15
•Maximum
credits = 9
SUMMER SESSION
•Coursework
completed by
Aug 15
•Maximum
credits = 12
FALL SESSION
•Coursework
completed by
Nov 30
•Maximum
credits = 9
Our Commitment to You
Our Mission:
Our mission is to provide professional development opportunities that create remarkable experiences that inspire
educators and ultimately improve the quality of teaching and learning.
We are confident that our courses will challenge your thinking and that you will find numerous practical strategies
and/or insights you can immediately apply.
Coursework
The required assignments are designed to help you expand the depth and breadth of your understanding of course topics
and to help you apply new skills and behaviors to enhance your teaching practice.
Important note: We work with educators at all professional levels, and recognize that modification may be needed to
meet your professional goals. If your role is something other than a classroom teacher (school psychologist, social
worker, nurse, para-professional, counselor, etc.), some assignments may be challenging to complete. Please contact us
with your great ideas for modifications at [email protected]. We will work with you to ensure the
coursework is relevant and beneficial, while still meeting course objectives.
Formatting Tips
Please submit work using the following formatting guidelines:
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12 point font
Single or double spaced
Label each section as: Read and Respond, Resources, Reflection, and Application (and “A” Requirement if
applicable) and number your responses
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Rubric
Each component of our Learners Edge courses has been designed by our team to help you learn new concepts/skills, stay
up to date in the field, reflect on your professional practice and apply new ideas in your classroom.
SECTION
To earn a B, you will need to meet the following criteria:
General Coursework Expectations
Responses thoroughly address all questions
Writing meets graduate level standards of grammar and mechanics
SECTION
Additional Section-Specific Requirements
Read and Respond:
Responses reflect thorough understanding of course concepts Elaborates
on main points
Resources:
Selects resources relevant to course concepts
Resources meet Learners Edge copyright and citation criteria including:
Title, Author, Copyright or publishing date, URL if applicable
Reflect:
Openly examines experiences as they relate to the topic
Analyzes and identifies growth opportunities
Application:
Responses demonstrate ability to apply course content
Responses connect course content to future professional practice
OPTIONAL
To earn an A, you will need to meet the following additional criteria:
A Requirement
Meets all criteria indicated above
Completes Additional “A” Requirement found at the end of the syllabus
If your coursework is a shining example of meeting and exceeding our expectations, we may ask your permission to
showcase your work.
If your coursework doesn’t meet the requirements, we will connect with you to help ensure your revisions are on track.
Course work that does not meet standards as described above will not be awarded credit until appropriate revisions are
completed.
Let’s Get Started!
Application
Reflect
Read and
Respond
Resources
Read and Respond – Each of our courses is designed to
expose you to current information related to course concepts.
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Our goal is to provide a balance of ideas connecting theories and practice.
Before You Begin
1. Describe your experience leading math discussions with students. What are your goals for discussions about
math? How do you plan for the discussions? How do you determine if the discussions have been successful?
Chapter 1
2. The authors state that teachers may worry about leading discussions because they fear the following:
a. Students get lost trying to keep up with what their classmates share during discussions
b. Students tune out and don’t listen to their peers during discussion
c. Putting students “on the spot”
Tell us about one of the challenges listed above that you have either struggled with or one that you feel you
have already conquered.
3. Explain in your own words, the differences between “open strategy sharing” and “targeted discussion.” For
each, provide an example discussion topic from your mathematics lessons that match the goals of the discussion
strategy.
Chapter 2:
4. Authors stress the importance of setting norms around doing mathematics. Review the sample list presented.
Is this a list that would work for you? What if anything is missing from the list?
5. Review the “talk moves” presented.
a. Which would you say are habits you use effectively and which are areas of opportunity for growth?
b. List one strategy you could use to improve your own skills at using “talk moves.”
c. Why is it important for teachers to model “talk moves” for young learners?
Chapter 3:
6. Once students have shared multiple methods of solving mathematics problems, there is an opportunity to
Compare and Connect.
a. Describe this step in your own words
b. What are the benefits of this step for students and for teachers?
7. Imagine completing this step for a lesson. How might you use the Compare and Connect step to create visuals
or anchor charts that live on after the single lesson?
Chapter 4:
8. The discussion strategy presented in this chapter is “Why? Let’s justify.” Two example discussions are shared in
the chapter. Select one and identify 2-3 specific “new to you” strategies you would like to use moving forward.
For each, explain what value you think it will add for you and for your students.
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Chapter 5:
9. The discussion strategy “What’s best and why” shifts student focus from generating multiple methods of solving
a particular problem to evaluating the various methods. The authors propose there are two ways to structure
this discussion.
• Show a particular strategy and ask students to apply the strategy
• Show multiple strategies and ask students to figure out which is the “best”
a. With which approach are you more comfortable?
b. With which approach are your students more comfortable?
c. For each strategy, suggest a mathematics concept or lesson you believe would be a good match for this
discussion strategy
10. How might the questions you ask differ when leading a “What’s best and why” discussion versus an Open
Strategy Sharing discussion?
Chapter 6:
11. Describe your philosophy of using tools, vocabulary and/or objects to support students’ learning.
12. Select one of the vignettes from the chapter. Identify one instance that you think will support students making
the most of the new tool or concept
Chapter 7:
13. The authors suggest, “...there is a perception that ‘smart’ students solve problems quickly and always get the
right answer. Do you agree with this perception? Who holds the perception (parents, students, teachers)?
What do you do to eliminate this perception?
14. In this chapter, collaboration between students is emphasized. One example is the classroom poster on page
121 that provides students with question stems. Create a list of stems you could use and display to help
students ask one another for help. Would you include those in the example? Include 3-5 original questions.
Chapter 8:
15. The authors begin Chapter 8 with the dilemma most teachers face – is there time to delve into these kinds of
mathematics discussions. They state that taking time to facilitate these kinds of discussions will not only help
students learn mathematics but that they will do so in a way that sticks. Do you agree? Why or why not?
16. The authors suggest asking students how they feel about discussions regularly to ensure goals are being met. a.
What is your reaction to this idea?
b. The authors provide some sample questions to use to gauge students’ feelings about the discussions.
What would your list of questions look like?
Place holder
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Application
Reflect
Read and
Respond
Resources – Here is your opportunity to explore additional
aspects of course concepts and to further customize your
learning experience.
Resources
1. To meet this requirement, please identify two resources related to the course content that will both enhance
your professional practice and deepen your understanding of the course. Resources selected may be blogs,
wikis, websites, articles, books journals or a combination thereof. Resources selected should be recent published within the last three years.
2. Summarize what you learn from each resource in 2-3 paragraphs. Include an explanation about how information
presented in the resource will impact your professional practice.
3. For each resource, include:
•
•
•
Title
Author
Copyright or publishing date
•
Applicatio
n
Reflect
Read and
Respond
Resources
URL if applicable
Reflect - We understand the importance of reflection on
assumptions, insights and philosophies as a key part of the
learning process. To meet required depth of reflection, your
response should be a minimum of 2 double-spaced pages.
The purpose of this assignment is to provide you the opportunity to dig deep and
think critically about teaching and learning. Reflection is an important part of the learning process. Implementing
new instructional strategies can be daunting and at first we don’ always “succeed.”
•
•
•
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How could you leverage journaling to track your own progress as you work to implement strategies
presented in this course?
What prompts would you ask yourself?
With whom would you share your successes?
With whom could you work through challenges?
What other ideas do you have for reflecting on your own growth and progress related to leading productive
mathematics discussions?
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Application
Read and
Respond
Reflect
Resources
Application - Apply and evaluate new knowledge and
skills. Connect coursework to your professional practice.
Application 1: Select one of the following Options
Option 1: (This option requires an ability to implement a lesson with students) The authors list a simple 5-step approach
to planning for open strategy sharing in Chapter 2. Select one math problem and walk us through the five steps for the
problem you selected.
Option 2: Review the transcript of Ms. Jenkins found on pages 36-37. Identify how she used “talk moves” and explain
whether you think her approaches (reflect on at least two) were effectives.
Application 2: Tempting Templates
The book includes multiple template tools found in the Appendices. Choose a math lesson, and complete two templates
of your choice (A, B, C, D, E) for the lesson.
Application 3: Why? Let’s Justify!
Identify a mathematics situation when you would use the “Why? Let’s Justify” technique presented in Chapter 4. Select
one of the following:
a. Option 1: Use the guidelines on page 75 to walk use through your plan for implementation of the
lesson
b. Option 2: Use the Why/Let’s Justify Template (found in Appendix C) to prepare to use this strategy. If
you selected Template C for Application 1, please select Option 1.
Application 4: Troubleshoot and Revise
Consider a mathematics concept that challenges students. Use the Troubleshoot and Revise Template (appendix F) to
plan a lesson that addresses the misconception/misunderstanding. Include your exit ticket idea designed to gauge the
effectiveness of your Troubleshoot and Revise strategy.
Application 5: Instructional Activities
Review Appendix H and Appendix I. Each describes an instructional activity. Select one and suggest how you might use
it. What parts of the strategy would be most beneficial to you and your students? Which parts of the strategy would
you skip and/or change and why?
The Finish Line
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