Communication & Critique in Early Mathematics Classrooms

Communication and critique among students is an essential component in the development of rich mathematical learning communities in the classroom.

Meaningful mathematical discourse supports the construction of knowledge and mathematical learning of all participants (Hufferd-Ackles et al. 2004). Mathematical discourse includes supporting students to explain, justify, and debate their individual techniques for solving math problems and supports the development of conceptual understanding (Trocki, Taylor, Starling, Sztajn, & Heck, 2014; National Research Council, 2001). [See our Research + Practice Brief.]

This collection builds upon what is known from research about mathematics learning and provides practical examples of how early elementary teachers in Auburn, Maine have supported mathematical explanations by students through the use of mobile digital devices, and how they have set up classroom cultures and used technology to promote student-led mathematical discussions.

Attending to Equity

The Research + Practice Collaboratory was funded by the National Science Foundation to study ways to bridge the gap between research and practice in science, technology, engineering, and mathematics (STEM) learning.

Through its work, the Collaboratory aims to promote equity in STEM learning opportunities and outcomes.

The resources shared in this Collection highlight strategies that not only may promote students’ mathematical discourse, but may also provide more equal opportunities for students in early elementary grades to participate in rich mathematical learning experiences and to develop mathematical practices described in the Common Core State Standards.

See the video in the top right of this box for more information.

Share Share