Capstone Project Title
Jana Lo Bello Miller
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.
Berry, Heather, "Implementing Math Discourse and Rich Math Tasks to Develop Mathematical Thinking" (2021). School of Education Student Capstone Projects. 694.
School of Education Student Capstone Projects