Chapter 2 Discussion Prompt

In the first YMAW blog group, we discussed Models as Tools for Thought (p. 32 in this book). We know that visual models serve as representations of our students' thinking; however, the language associated with those models can give us an even more powerful window into how students use the models as well as their levels of abstraction. At the intermediate level, how can we use visual models + language to help our students build meaning?

Chapter 1 Discussion Prompt

Wow! So many great quotes, points, and food for thought already in this first chapter! Reading about Camille's classroom implementation helped to bring the teachers' workshop principles to life. One idea I've been more conscious of with my students relates to open-ended questioning and waiting until a little later to "fix" the mathematics vocabulary (p. 18). How often might our good intentions to quickly guide students toward the concepts we want them to develop be interfering with their own long-term understanding? (See also Camille's comment on p. 16, "They're just doing it because I asked them to. But what are they really learning.?") In what ways could we more carefully construct learning experiences and use questioning so students develop concepts that will last and transfer over time?