Thank you for your request to our REL Reference Desk regarding the use of sentences
stems and/or sentence starters in elementary mathematics to increase students’
mathematics discourse. We were unable to find any rigorous research to answer your
question, but we have provided relevant information. Researchers consider the type of
methodology used and give priority to research reports that employ well described and
through methods. The resources are also selected based on the date of the publication
with a preference for research from the last ten years. Additional criteria for inclusion
include the source and the funder of the resource.
Question: What research exists to support the use of sentence stems and/or sentence
starters in elementary mathematics to increase student mathematics discourse?
1.
Discourse: Simple Moves that Work. 2012; Rawding, M.R., Wills, T.
Mathematics Teaching in the Middle School; Volume 18, Number 1; pp. 46-51;
ERIC #EJ977752.
Source: General Internet Search Using Google
http://oldmoodle.kentisd.org/file.php/139/Oct_12_2012/Common_Core_SMART
ER_Balanced_Assessment_Updates/Discourse_Article.pdf
According to the abstract: “Just as students need plenty of time to practice skills
such as solving fraction problems, they also need time to practice the skills of
discourse to become better communicators and stronger mathematicians.
Embedded within discourse strategies are specific ways to maximize
communication. When repeatedly practiced, students learn to listen to one
another, give a plethora of answers, and elaborate on ideas. These strategies are a
form of scaffolding; the result is effective classroom discourse that provides a
foundation for creating authentic classroom discussions. Students need time to
grapple with and make sense of the math in their own way. One way is for
students to talk with one another about their thinking. Students also learn how to
talk as mathematicians by sharing ideas and listening to their peers. These
conversations, in turn, influence students to become confident in their
communication skills. With teacher support and coaching, students learn to take
responsibility for their thinking. Students not only embrace learning while they
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make meaning of the math but also enjoy the process of learning how to
communicate effectively.”
2.
Supporting Mathematical Discourse in the Early Grades. 2015; Stiles, J.;
Interactive STEM Research Brief; Education Development Center.
Source: General Internet Search Using Google
http://interactivestem.org/wp-content/uploads/2015/06/Interactive-STEM-BriefEDC-Supporting-Mathematical-Discourse-in-the-Early-Grades_final1.pdf
According to the abstract: “When engaging in mathematical discourse, teachers
introduce new mathematical concepts and provide students with problems to solve
collectively. These problems are mathematical tasks with high cognitive demand,
rich context, and multiple opportunities for solution, and they support a deeper
conceptual understanding of mathematics (Smith & Stein, 1998; Smith & Piggott,
2007; Jackson, Shahan, Gibbons, & Cobb, 2012). Students are expected to draw
from prior knowledge to develop problem-solving strategies then to explain and
justify their solutions (Bruce, 2007). Teachers help facilitate discussions about
student contributions by asking open-ended questions that encourage students to
think critically about their mathematical approach. They also encourage other
students to ask questions of their own. These questions “scaffold students’
engagement with the task, shape the nature of the classroom environment, and
create opportunities for learning high-level mathematics” (Boaler & Brodie, 2004;
Kazemi & Stipek, 2001; Smith, 2000; Stein, Remillard, & Smith, 2007, as cited in
Franke et al, 2009). The goal of this discourse is to (1) transition from teacher as
the sole questioner to teachers and students as questioners, (2) encourage students
to explain their mathematical reasoning, (3) allow students’ math ideas to
influence the direction of the lesson, and (4) promote student responsibility for
learning and evaluating their progress and the progress of others (Hufferd-Ackles,
Fuson, & Sherin, 2004).
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3.
Orchestrating Discussions. 2009; Smith, M.S., Hughes, E.K., Dole, J., Engle,
R.A., Stein, M.K.; Mathematics Teaching In The Middle School, The National
Council of Teachers of Mathematics, Volume 14, Number 9; pp. 549-556; ; 7
pages.
Source: General Internet Search Using Google
https://www.math.ksu.edu/~cjbalm/Quest/OrchestratingDiscussion.pdf
According to the abstract: “Five practices constitute a model for effectively using
student responses in whole-class discussions that can potentially make teaching
with high-level tasks more manageable for teachers. Discussions that focus on
cognitively challenging mathematical tasks, namely, those that promote thinking,
reasoning and problem solving, are a primary mechanism for promoting
conceptual understanding of mathematics (Hatano and Inagaki 1991; Michaels,
O’Connor, and Resnick forthcoming). Such discussions give students opportunities
to share ideas and clarify understandings, develop convincing arguments regarding
why and how things work, develop a language for expressing mathematical ideas,
and learn to see things from other perspectives (NCTM 2000).”
4.
Teaching Math to Young Children: A Practice Guide. 2013; Frye, D., Baroody,
A.J., Burchinal, M., Carver, S.M., Jordan, N.C., McDowell, J.; NCEE 2014-4005;
National Center for Education Evaluation and Regional Assistance; Institute of
Education Sciences, U.S. Department of Education; 165 pages; ERIC #ED544376.
Source: ERIC
http://files.eric.ed.gov/fulltext/ED544376.pdf
According to the abstract: “The goal of this practice guide is to offer educators
specific, evidence-based recommendations that address the challenge of teaching
early math to children ages 3 to 6. The guide provides practical, clear information
on critical topics related to teaching early math and is based on the best available
evidence as judged by the authors.”
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5.
Facilitating Productive Discussions. 2013; Cengiz, N.; Teaching Children
Mathematics; Volume 19, Number 7; pp. 450-456.
Source: General Internet Search Using Google
This article is available for purchase through JSTOR:
http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0450?seq=1#page_scan_ta
b_contents
According to the abstract: “Whole-group classroom discussions about solutions
allow teachers to promote reasoning that moves students beyond merely noticing
mathematical ideas toward developing a well-connected knowledge of concepts.
Creating classroom environments where teachers promote reasoning and engage
students in investigating important mathematical phenomena is critical for
teaching math for understanding (Ball and Bass 2003; Kline 2008; NCTM 2000;
Martin and Kasmer 2009). Nevertheless, many researchers have found that such
discussions are challenging for teachers to facilitate in terms of establishing
appropriate expectations for participation (Yackel and Cobb 1996), recognizing
which aspects of the math to focus on (Ball, Hill, and Bass 2005), and deciding
what kind of support to provide for students (Cengiz, Kline, and Grant 2011).
This article presents vignettes from second-, third-, and fourth-grade classrooms
to illustrate the complexity of the work of pursuing student reasoning. The author
also offers suggestions for creating opportunities to promote reasoning.”
Search Process:
Key words and search strings used in the search:
Elementary AND math AND discourse OR discussion OR math talk OR accountable talk
OR language; OR sentence stems OR sentence starters OR scaffolds for math discussions
OR instructional practices
Search Databases and Websites:
Institute of Education Sciences Resources: Regional Educational Laboratory Program
(REL); Institute of Education Sciences; What Works Clearing House (WWC); National
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Clearinghouse for English Language Acquisition & Language Instruction Educational
Programs (NCELA)
Search Engines and Databases: EBSCO Databases; ERIC; Google; Google Scholar;
General Internet Search
Disclaimer:
This Ask A REL response was developed by REL-NEI under Contract ED-IES-12-C-0009
from the U.S. Department of Education, Institute of Education Sciences. The content does
not necessarily reflect the views or policies of IES or the U.S. Department of Education,
nor does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. government.
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