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BCAMT 2024 - Beth Baldwin & Jeffrey Mikulin - What's in a Name? Bringing Mathematical Language into Focus

What's in a Name?

Presentation Slides

How old is the shepherd? 

Goals:

  1. Shift teaching tools we already use to focus on mathematical language
  2. Introduce new strategies that can promote student understanding of mathematical language

Why focus on language?

  • Curricular Competencies - Communicating and Representing
  • Core Competencies - Communication
  • Equity
  • Develop confident learners

What are activities we may already be using where we can shift focus?

  • Number talks





  • Menu math - naturally differentiating problems (constraints-based task)
    • Don't just let students do the problem, but set the intention that they are labelling and communicating their understanding and what they're doing with each step.
      • Push beyond "A, B, C = ____" -- have students actually label the parts, the constraints that are being satisfied AND HOW
    • "Language Roundup": do we understand the language that is included in the problem? 
      • De-nom-in-a-tor --> every time you write out a word that students struggle with, write it out phonetically; the words can be a barrier...remove that barrier!
      • What other words do we have for this word? This is the one we're going to practice.
      • Give students a hand up by giving them intentional space to practice using those words. 
    • Do the same menu task more than once. The first time they are just experimenting and become familiar with the terminology and requirements. The second and third time is where they actually dive in. 
  • Desmos polygraphs

How can we shift activities that we are already using?

  • Let students develop a language that makes sense to them, then introduce appropriate mathematical language
    • Allow them to experience the mathematics before naming the mathematics!
  • Where possible, connect new language to previously learnt concepts. 
  • Shift the focus for the students from the mathematical verbs (the "doing") to the mathematical nouns. ("We are going to factor today" --> "Let's talk about factors.")
  • Practice with intention.

What are some activities we can introduce? 

  • Journaling
    • Journal prompts give students opportunities to reflect on their learning and write about it in a non-judgemental and low risk format.
    • Assessment: If there is a meaningful response, they get the mark. Mistakes are good opportunities to connect about understanding.
    • Ex: Journal about the different between a right triangle and a non-right triangle.
    • Sometimes use journaling on tests. (Ex: Briefly explain the difference between a polynomial function and a polynomial equation. Give an example of each to help your explanation.)
  • Word Wall
    • Visual reminders for students to support their daily practice of new terminology.
    • Important: Not just the word, has an image or something visual to cue the meaning in their minds. 
  • Graphic Organizers
    • Frayer Model - use for bigger-picture ideas/units/concepts

    • Think Boards - Specific to a concrete/particular example


    • SNAP Assessment

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