Teachers receive training in "Math Talk".

The NCTM Standards emphasize the importance of developing
mathematical language and communication in order to
understand concepts rather than merely following a sequence
of procedures. Our problem solving curriculum and teaching strategies seek to build a community of learners who have frequent opportunities to explain their
mathematical thinking through "Math Talk" and thereby develop and support one another's understanding. The dialogue that takes place helps everyone understand math concepts more deeply, and it helps children to increase their competence in using mathematical and everyday language. Students' ability to use mathematical expressions to model real-world situation will be central to their progress in math and science.

While children engage in dialogue, the teacher acts as a guide to maintain the focus of the discussion and to clarify when necessary. Children use discussion to support the mathematical learning of everyone in the class. In a respectful community of this type, children:

• develop and share their own mathematical thinking
• Listen carefully to others ideas
• Wait time provides more thinking space and can help all students track what is going on mathematically, and think about their responces to the discussion.
• revoice ( restate in their own words what they hear others say)
• Ask questions, elaborate, agree and disagree, providing insight into the mathematical ideas of others.

The mathematical thinking of many students is aided by hearing what their peers are thinking. Putting their thoughts into words pushes students to clarify their thinking.

At the beginning of this process, teachers model "Math Talk" for children and elicit responses. Teachers wait patiently and refrain from intervening immediately to correct children’s errors
in order to create space and support for children’s voices to emerge. Teachers eventually guide children from the side or the back of the classroom so that children can sense that their questions, ideas, and discoveries are the focal point of instruction.

I have witnessed a noticeable shift in responsibility from teacher directed learning to a more classroom community directed learning. Our second grade students are thinking, evaluating, and demonstrating a higher level of understanding in the problem solving process. They are discussing math concepts, strategies, and justifying their solutions. This more advanced thinking has made our math discussions more fun and there are times I sit back and just say WOW!

Recently, during a discussion Bryce was very confident about his solution, others were questioning his thinking. As he stood in front of the room and explained his answer it became clear that he understood not only the strategy he used but that he had a deeper understanding of the mathematical concepts he was teaching us.

Justin helped us identify a pattern and identified an important step some students were leaving out of their strategies. I could see his confidence and his ability to explain his thinking improve as he continually supported his solution.

As Megan started to share her solution she noticed a mistake she had made. She started to sit down but I encouraged her to share her new insight because many of us made the same mistake and she could really help us to understand. She continued and instead of feeling wrong she walked away feeling she had made an important contribution to the class.

With the use of math talk students are more engaged, they are paying attention, and responding to each other using respectful language. I find myself using this strategy across the curriculum to encourage students to participate in discussions. I hope to include a recording of one of our discussions soon.