Assignment Prompt & Instructions
I need help with homework
– ## RequiredResourceforweek3homeworkassignment.docx
– ## week3assignmentwithRubric.docx
**## RequiredResourceforweek3homeworkassignment.docx**
**Elementary and Middle School Mathematics**
**Required**
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038
How to Improve Mathematical Discourse in Your Classroom
**Required**
Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20
… Read More
https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom
Asking Questions and Promoting Discourse
**Required**
Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics
… Read More
https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/
Math Talk
**Required**
Read “Math Talk,” located on the National Council of Teachers of Mathematics website.
https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf
Orchestrating Mathematical Discourse to Enhance Student Learning
**Required**
Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini
… Read More
https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf
Using the 5 Practices in Mathematics Teaching
**Required**
Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
_Mathematics Teacher_(2018).
… Read More
https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/
Evidence-Based Strategies: Mathematical Discourse
**Required**
View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).
https://www.youtube.com/watch
**## week3assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”
**Part 1: FAQ Document**
For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:
· Questioning strategies
· Math vocabulary development
· Classroom discussion norms
**Part 2: Mathematical Discourse Reflection**
In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:
· Teacher-to-student
· Student-to-student
Support the assignment with 3-5 scholarly resources.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Questioning Strategies**
6.5 points
**Criteria Description**
Questioning Strategies
**5. Target**
6.5 points
Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Math Vocabulary Development**
6.5 points
**Criteria Description**
Math Vocabulary Development
**5. Target**
6.5 points
Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Classroom Discussion Norms**
6.5 points
**Criteria Description**
Classroom Discussion Norms
**5. Target**
6.5 points
Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Additional Strategies**
19.5 points
**Criteria Description**
Additional Strategies
**5. Target**
19.5 points
Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
16.97 points
Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
14.43 points
Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Reflection**
16.25 points
**Criteria Description**
Reflection
**5. Target**
16.25 points
A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**4. Acceptable**
14.14 points
A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**No Submission**
0 points
Not addressed.
**Organization**
3.25 points
**Criteria Description**
Organization
**5. Target**
3.25 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
2.83 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
2.41 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.25 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.83 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.41 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.25 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.83 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.41 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## week3assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”
**Part 1: FAQ Document**
For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:
· Questioning strategies
· Math vocabulary development
· Classroom discussion norms
**Part 2: Mathematical Discourse Reflection**
In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:
· Teacher-to-student
· Student-to-student
Support the assignment with 3-5 scholarly resources.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Questioning Strategies**
6.5 points
**Criteria Description**
Questioning Strategies
**5. Target**
6.5 points
Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Math Vocabulary Development**
6.5 points
**Criteria Description**
Math Vocabulary Development
**5. Target**
6.5 points
Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Classroom Discussion Norms**
6.5 points
**Criteria Description**
Classroom Discussion Norms
**5. Target**
6.5 points
Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Additional Strategies**
19.5 points
**Criteria Description**
Additional Strategies
**5. Target**
19.5 points
Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
16.97 points
Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
14.43 points
Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Reflection**
16.25 points
**Criteria Description**
Reflection
**5. Target**
16.25 points
A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**4. Acceptable**
14.14 points
A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**No Submission**
0 points
Not addressed.
**Organization**
3.25 points
**Criteria Description**
Organization
**5. Target**
3.25 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
2.83 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
2.41 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.25 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.83 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.41 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.25 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.83 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.41 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## RequiredResourceforweek3homeworkassignment.docx**
**Elementary and Middle School Mathematics**
**Required**
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038
How to Improve Mathematical Discourse in Your Classroom
**Required**
Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20
… Read More
https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom
Asking Questions and Promoting Discourse
**Required**
Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics
… Read More
https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/
Math Talk
**Required**
Read “Math Talk,” located on the National Council of Teachers of Mathematics website.
https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf
Orchestrating Mathematical Discourse to Enhance Student Learning
**Required**
Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini
… Read More
https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf
Using the 5 Practices in Mathematics Teaching
**Required**
Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
_Mathematics Teacher_(2018).
… Read More
https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/
Evidence-Based Strategies: Mathematical Discourse
**Required**
View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).
https://www.youtube.com/watch
**## week3assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”
**Part 1: FAQ Document**
For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:
· Questioning strategies
· Math vocabulary development
· Classroom discussion norms
**Part 2: Mathematical Discourse Reflection**
In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:
· Teacher-to-student
· Student-to-student
Support the assignment with 3-5 scholarly resources.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Questioning Strategies**
6.5 points
**Criteria Description**
Questioning Strategies
**5. Target**
6.5 points
Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Math Vocabulary Development**
6.5 points
**Criteria Description**
Math Vocabulary Development
**5. Target**
6.5 points
Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Classroom Discussion Norms**
6.5 points
**Criteria Description**
Classroom Discussion Norms
**5. Target**
6.5 points
Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Additional Strategies**
19.5 points
**Criteria Description**
Additional Strategies
**5. Target**
19.5 points
Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
16.97 points
Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
14.43 points
Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Reflection**
16.25 points
**Criteria Description**
Reflection
**5. Target**
16.25 points
A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**4. Acceptable**
14.14 points
A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**No Submission**
0 points
Not addressed.
**Organization**
3.25 points
**Criteria Description**
Organization
**5. Target**
3.25 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
2.83 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
2.41 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.25 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.83 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.41 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.25 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.83 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.41 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## RequiredResourceforweek3homeworkassignment.docx**
**Elementary and Middle School Mathematics**
**Required**
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038
How to Improve Mathematical Discourse in Your Classroom
**Required**
Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20
… Read More
https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom
Asking Questions and Promoting Discourse
**Required**
Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics
… Read More
https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/
Math Talk
**Required**
Read “Math Talk,” located on the National Council of Teachers of Mathematics website.
https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf
Orchestrating Mathematical Discourse to Enhance Student Learning
**Required**
Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini
… Read More
https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf
Using the 5 Practices in Mathematics Teaching
**Required**
Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
_Mathematics Teacher_(2018).
… Read More
https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/
Evidence-Based Strategies: Mathematical Discourse
**Required**
View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).
https://www.youtube.com/watch
**## week3assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”
**Part 1: FAQ Document**
For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:
· Questioning strategies
· Math vocabulary development
· Classroom discussion norms
**Part 2: Mathematical Discourse Reflection**
In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:
· Teacher-to-student
· Student-to-student
Support the assignment with 3-5 scholarly resources.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Questioning Strategies**
6.5 points
**Criteria Description**
Questioning Strategies
**5. Target**
6.5 points
Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Math Vocabulary Development**
6.5 points
**Criteria Description**
Math Vocabulary Development
**5. Target**
6.5 points
Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Classroom Discussion Norms**
6.5 points
**Criteria Description**
Classroom Discussion Norms
**5. Target**
6.5 points
Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
5.66 points
Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
4.81 points
Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Additional Strategies**
19.5 points
**Criteria Description**
Additional Strategies
**5. Target**
19.5 points
Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
**4. Acceptable**
16.97 points
Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**3. Approaching**
14.43 points
Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
**No Submission**
0 points
Not addressed.
**Reflection**
16.25 points
**Criteria Description**
Reflection
**5. Target**
16.25 points
A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**4. Acceptable**
14.14 points
A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
**No Submission**
0 points
Not addressed.
**Organization**
3.25 points
**Criteria Description**
Organization
**5. Target**
3.25 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
2.83 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
2.41 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.25 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
2.83 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.41 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.25 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
2.83 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.41 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
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