Feb. Journal Article TCM

Kilic, Hulya, Cross, D.I., Ersoz, F.A., Mewborn, D.S., Swanagan, D., and Kim, J. (2010). Techniques for small-group discourse. Teaching Children Mathematics (16)6, 350-256.

The way that a teacher facilitates the students in the classroom is very important. Student learning is partially dependent on the way that the teacher teaches and the way that the classroom expectations are set up. When students learn to think critically, reason through difficult problems, and work together through communication, there are more opportunities to understand the basis for mathematic concepts. Through reflection, teachers can try different methods for facilitation in the classroom in order to meet individual classroom needs. Expectations in the classroom should be set up in a way where students really understand that investigating and exploring mathematics is beneficial to their learning process. When teachers use meaningful context and facilitate students in their learning, students gain a deeper understanding. Tips to teach critical thinking were given in the article. These tips included focusing on the students' thinking, listening to their responses while encouraging them to listen to each other, and providing appropriate feedback throughout the learning experience. Many other tips were given, but each teacher can create different methods of their own for meeting the needs of their particular classroom.

As teachers, it is our responsibility to get our students to think at higher levels, provide real-life context for learning, and facilitate meaningful communication. All of these relate to helping our students get the most out of their education. In order for us to maintain productive discussions in our classrooms, the article stated that we needed to model through our own organization and communication. We can use think aloud methods so that the children see how we as teachers think through mathematical problems as well. Also, by showing how listening to others' strategies is important, students can learn to find meaningful methods through others' thinking. By walking around the room and monitoring classroom discussions, we can ask questions that relate to individual needs. I liked the example in the article where the teacher asked why the student chose that walking around the circumference of the circle would be longer than walking the diameter of the circle twice. Instead of telling the student she was wrong, the teacher simply asked how she reached her answer and listened to her thought process. She guided further discussion through other group members by involving them in discussing their methods for solving the problem. Through basic facilitation and questions about reasoning, the student was able to realize her mistake through listening and reasoning. The teacher facilitated the discussion but did not intervene and give the student the answer. It is important to ask the right type of questions that do not lead students into a specific direction of thinking. Creating a classroom where student conversation is important and meaningful is key. To do this, we can make sure that each group is following the expectations that their conversations are explanatory as well as clear in their reasoning. We need to allow students time to think, investigate, and work! Provide students with feedback on their thinking so that they can learn the best ways to learn.