Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are usable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
I would incorporate Math Language Routines into math time. I feel it could be very valuable once the students understand what to do for each routine. I'd like to see what other special ed teachers experiences have been with the different routines. The thing that made me pause and think was how long would it take for these to be routine?
ReplyDeleteI have used the Three Reads to work with word problems but not as explicitly as it is outlined in the handout. I think being more intentional in having the students break down what they are reading and understanding the context more will help them considerably.
I'm thankful that math language routines are embedded into the IM lessons and many of them truly do become "routine" for both teacher and students. One favorite I had this past year was "Collect and Display" in which I would listen for the words and phrases students used to explain their thinking and write them on a chart. Often this was done before the lessons that actually gave the precise math words and definitions. For example, students would speak to their partners about how different fractions were related and I would later teach them that what they were describing was called "equivalent" fractions.
ReplyDeleteOne math language routine that makes me pause to reflect and think about how to improve it in my classroom is "Stronger and Clearer Each Time." This routine tasks students with writing about what they are thinking or noticing, talking with peers, revising their thinking, and then writing a final draft. I have found that some students will get right to work with this routine and others are hesitant to write down their thoughts. I want to find ways help students overcome this barrier - to be more confident in moving from talking about math to writing about it.
That playlist really helped bring these language routines to life for me. These routines are embedded into so many of the Illustrative Math lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like. So good!
ReplyDeleteOne thing that made me pause and reflect is how are students that need extra help with reading and writing going to follow along with their classmates? I know there are many students that are amazing at math but need extra help with reading and writing. How will they be supported without removing them from GenEd or them falling behind?
ReplyDeleteSpending time looking through the mathematical language routines and considering the variety of options to develop mathematical language and reasoning was the biggest aha for me. Although I piloted IM last year, I did not take the time to familiarize myself with all of these language routines. I understood how to use the information gap routine and the compare and connect routine with vertical surfaces, but I was not as clear on how to use the other routines well. I love Renae's idea of showing the videos to students to help them have a clear understanding of how to use the routines as well!
ReplyDeleteI particularly enjoyed the info gaps where the prompts to a problem would help generate conversation and students verbalising their thinking "Why do you need that information?". Having designated roles for Partner A and Partner B seemed like something that would support kids in having effective math conversations. The third video that also allowed the students to find the relevant information they need when more questions were revealed to a problem was fantastic. I loved how the kids wouldn't be stuck at their desks solving problems but up and around the classroom.
ReplyDeleteI am reflecting on how can incorporate MLR's into MAP to help build students written/verbal confidence with prompts to provide structured and interactive opportunity for students to revise and refine both their ideas and their verbal and written output.
ReplyDeleteOne of the things Not in MAP but in the classroom for Those MLL students and those ELA students that struggle would be to have those sentence starters and question frames already pre printed and ready for them to use. That way it is building a place for them to start from and have success already. Sometimes getting started is really hard for them and asking for help in already busy classroom is often hard.
ReplyDeleteI really love how IM incorporates the math language routines. Seeing them in action really helps to see how using them with students can be so powerful. We work so hard to help our students begin to explain their thinking and to reason. These routines are such a great way to help initiate ways for them to articulate their process and thinking. I really like how it helps the students collaborate together, and it also provides scaffolding for them to think and work through problems in a meaningful way by organizing their thinking, asking questions, and seeking more information. I am excited to see some of these in action in the classroom.
ReplyDeleteI love the idea of incorporating math language routines into my math time. Last year during one of our PLC common challenges, our PLC group chose to focus on solving math word problems. We all agreed that many of our students lacked comprehension of math language, and the language routine of having students co-crafting questions would aid in this area greatly. This math language routine promotes students' use of specific mathematical language, which deepens their understanding and increases engagement.
ReplyDeleteIn the past I've done something similar in my class called "think like a teacher". During this time, I give students something visual (a bar graph, a photo, a number) and I ask them to think like a teacher and come up with 3-5 questions that I might ask them about the visual that would require them to use math to solve. Students enjoy this because it provides them some flexibility and autonomy, and often I find that many students think deeply about these questions because they want to try to "stump" their peers. It's always a good time, and I'm always left impressed by their thinking and observations.
I like the idea of a Math language routine, that helps students to advance their thinking, like when they explain their own math thinking to others, try to make their own meaning between concepts and representations,, and cultivate conversations, and student organizes their own ideas and, experience of discussing their math ideas.
ReplyDeleteI noticed that unlike the math warm-up routines, the MLR's seem to be more connected to the lessons. From my understanding so far, the classroom teachers will be following these plans. So, more likely they will be using these embedded MRL's. However, I also think that some of these would work nicely during MAP lessons. For example, MLR "Three Reads" sounds like it could be used with word problems that are broken down with a few missing parts. We focus on tackling word problems already, so this would fit in more easily. I like how this structure gets the kids thinking more deeply about the problems and how it does not allow them to just jump in to solve with a quick solution. Way to often I see kids just grab the numbers from a problem and quickly guess at how they should solve without even thinking it through. I also like that with this method the solutions do not become a predictable practice. Often we practice a group of word problems that are all needing to be solved in the same way. For example, a page of word problems may focus only on practicing adding three digit numbers. Students begin to fall into thinking, "Oh, for all of these I just need to add." Then we test them with a variety of problems and they do not know how to work out a solution independently. This style slows them down to think more deeply and to understand what the problem is asking for.
ReplyDeleteAnother MLR that I would like to incorporate into my MAP lessons is MRL 7 "Compare and Connect". This format of using math language to compare and make connections with peers, would work nicely in a small group setting. I also thought MLR 5 "Co-Craft Questions", would work well in a small group. I would just need to find or create these to fit the mathematical concept I would need.
The last language routine I would like to try in MAP is the MLR 8 "Discussion Supports". I particularly like the sentence frames. These would be nice for me as well as for my students to use during whole group or partner discussions to help express their mathematical thinking more clearly. I feel the more mathematical language we can support our students with, the more confident they will become. They will be more willing to share their ideas and thinking both in MAP and in their classrooms.
I liked the way the language routines and instructional routines are built into the IM curriculum. One that was very engaging for my students was the info gap. In this routine partner A has the question card and is required to ask questions of partner b who has the data card in order to answer the question. Both students solve the problem individually in the end. I found that the co-crafting of questions and three reads routines are routines that help students to make sense of complex word problems.
ReplyDeleteThinking about the MLRs and watching the playlist, really helped me to get a better understanding of what these routines looked/sounded like. Last year I piloted IM, but did not focus on the MLRs as much as I should have. I did use a lot of the compare and connect with the Wipeboards like Julie did, but after watching the playlist, I can definitely see how incredibly useful the other routines are. I also agree that using the videos as a way to model to students how routines work is a great idea. I would also love to show the playlist to my team members on the 23rd during our math time together. I think the MLRs are going to be essential for student growth and learning as students progress through the IM curriculum at all grades.
ReplyDeleteI think including math language routines will be helpful in establishing math community and deepen student understanding and engagement. I really like the 'co-crafted questions' routine because it gives the students the opportunity to wonder about the math that isn't intimidating and doesn't focus on if they got the right answer or not. After that, they usually are much more comfortable in challenging their own thinking and learning something new.
ReplyDeleteI like the idea of limiting information a student has for a problem so that they are required to ask their partner for the information they need. Often times, I see students read out a word problem and jump to an incorrect solution simply because they found two numbers and randomly picked something to do with them. When putting them in these partner groups, not only are they required to figure out what information they need but are also required to justify why they need it to their partner. Their partner is also able to work together with them to sort the information out to determine the correct answer. I would love to try this!
ReplyDeleteMath language routines have always been a part of our math instruction. Afterall, we focused on "math talk" for many years. These new routines just advance the structure of math talk by actually defining some purpose and potential outcomes of each routine. I really love them as they build community, hold space for all voices and ideas, allow for multiple ways of knowing, and help grow language for all learners in general...not just in terms of math.
ReplyDeleteI will look for these routines built into the curriculum and remember to use them and not brush over these opportunities in a rush. They are fundamental to helping students construct knowledge and acquire language.