Term
Summer 2021
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Jana Lo Bello Miller
Content Expert
Jennifer LaFrinier
Abstract
Math is more than quick computation and the pursuit of correct answers. Math is sense-making. For students to thrive as problem solvers and critical thinkers in the classroom and beyond, attention must be paid to the development of their mathematical thinking. Mathematical thinking refers to the abilities to efficiently distinguish amongst specific procedures and flexibly formulate and represent strategies to suit a situation. It also includes the capacity to explain, analyze and justify one’s thinking with an understanding of self as an effective learner of math (Baroody et al., 2007; Boaler, 2018; Katz, 2014; Schoenfeld, 2016). This capstone project uses a two unit math curriculum to answer the question, how can upper elementary teachers use math discourse and rich math tasks to develop mathematical thinking? The curriculum provides established goals, assessments and a learning plan to transform the classroom math experience through the use of daily number talks, teacher talk moves and a variety of low floor, high ceiling tasks to foster the development of transformed math mindsets, a high quality discourse culture, and math experiences focused on sense-making. The hope is that the literature and curriculum can provide teachers with a starting point to transform math practices, supported with research and practical tools to implement discourse and rich math tasks into their math classrooms.
Project Type
Curriculum
Keywords
Curriculum, Mathematics
Recommended Citation
Berry, Heather, "Implementing Math Discourse and Rich Math Tasks to Develop Mathematical Thinking" (2021). School of Education and Leadership Student Capstone Projects. 694.
https://digitalcommons.hamline.edu/hse_cp/694
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects