Texas Mathematics Teacher Spring/Summer 2018 - 12

Community-Building Discourse Practices in Math Workshop
Learning More About Math Workshop
There are a few variations in methods of implementing math workshop that include ways of grouping students and
different types of activities. For those interested in learning more about math workshop we recommend the
following books:
*	 Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching
(2016) by Jo Boaler (ISBN: 978-0470894521)
*	 Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8 (2012) by Wendy Ward
Hoffer (ISBN: 978-0325044347)
*	 Math Workshop in Action: Strategies for Grades K-5 (2016) by Nicki Newton (ISBN 978-1138785878

Conclusion
In order to foster deep, conceptual understandings about mathematics, teachers could consider implementing
teaching practices that facilitate mathematical discourse among students, such as math workshop. By doing so, math
classrooms become communities where students are engaged in meaningful and productive interactions with each
other. The classroom vignettes we presented exemplified how Ms. Delgado, Ms. Crockett, and Ms. Campbell used the
math workshop framework to provide high-quality, challenging instruction that was aligned with state standards and
addressed the diverse learning needs of students. Our hope is that the experiences of these seasoned professionals
encourage readers to consult the resources we recommended and consider using math workshop in their classrooms.

Laurie A. Sharp, Ed.D. * lsharp@wtamu.edu * Dr. John G. O'Brien Distinguished Chair in Education * West Texas A&M University, Canyon, Texas
Gay Lynn Bonjour, Secondary Math Core Curriculum Specialist * Amarillo Independent School District, Amarillo, Texas.
Ernest Cox, Elementary Math Core Curriculum Specialist * Amarillo Independent School District, Amarillo, Texas.

References
Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary-school mathematics.
Elementary School Journal, 93(4), 373-397. doi:10.1086/461730
Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. San Francisco, CA:
Jossey-Bass.
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). New York, NY: Routledge.
Griffin, C. C., League, M. B., Griffin, V. L., & Bae, J. (2013). Discourse practices in inclusive elementary mathematics classrooms. Learning Disability
Quarterly, 36(1), 9-20. doi:10.1177/0731948712465188
Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics: What works best to optimize student learning. Thousand Oaks, CA: Corwin.
Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and student' learning in second-grade arithmetic. American Educational Research
Journal, 30(2), 393-425. doi:10.3102/00028312030002393
Hoffer, W. W. (2012). Minds on mathematics: Using math workshop to develop deep understanding in Grades 4-8. Portsmouth, NH: Heinemann.
McNair, R. E. (2000). Working in the mathematics frame: Maximizing the potential to learn from students' mathematics classroom discussions.
Educational Studies in Mathematics, 42(2), 197-209. doi:10.1023/A:1004143014409
Moschkovich, J. (2003). What counts as mathematical discourse? Paper presented at the 27th International Group for the Psychology of Mathematics
Education Conference, Honolulu, HI. Retrieved from https://files.eric.ed.gov/fulltext/ED501034.pdf
Moschkovich, J. (2007). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24-30. Retrieved from http://flm-journal.org/
National Council of Teachers in Mathematics [NCTM]. (2014). Principles to actions: ensuring mathematical success for all. Reston, VA: NCTM.
Prawat, R. S. (1989). Teaching for understanding: Three key attributes. Teaching and Teacher Education, 5(4), 315-328. doi:10.1016/0742-051X(89)90029-2
Texas Education Agency. (2012). Chapter 111. Texas Essential Knowledge and Skills for Mathematics, Subchapter A. Elementary. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html
Wood, T., Williams, G., & McNeal, B. (2006). Children's mathematical thinking in different classroom cultures. Journal for Research in Mathematics
Education, 37(3), 222-255. doi:10.2307/30035059
Wright, J. (2014). Strategies for struggling learners in the era of CCSS & RTI: Grades K-6. North Naples, FL: National Professional Resources, Inc.

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https://files.eric.ed.gov/fulltext/ED501034.pdf http://www.flm-journal.org/ http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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