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5 Practices for Orchestrating Productive Mathematics Discussions

Second Edition

Margaret S. Smith (author) Mary Kay Stein (author)

ISBN: 9781680540161

Publication Date: May 2018

Format: Paperback

Provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model - anticipating, monitoring, selecting, sequencing and connecting - focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson.
£28.50

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  • Full Description
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  • Table of Contents
  • Author Biography
  • Customer Reviews
Provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model–anticipating, monitoring, selecting, sequencing and connecting–focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K – grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

What's new?
  • Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Details on what is involved in anticipating, including elaboration on assessing and advancing questions
  • Expanded lesson planning discussion
Situated in the current educational context of the Common Core State Standards for Mathematics and NCTM's Principles to Actions, 5 Practices 2nd edition remains relevant for K – grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.
Pages 149
Dimensions 229 x 152
Date Published 30 May 2018
Publisher National Council of Teachers of Mathematics
Subject/s Education   Teaching skills & techniques   Teaching of a specific subject   Mathematics  
  • Front Matter
  • Dedication
  • Acknowledgments
  • Preface
  • Introduction
  • Full access
  • Chapter 1 Introducing the Five Practices
  • Chapter 2 Laying the Groundwork: Setting Goals and Selecting Tasks
  • Chapter 3 Investigating the Five Practices in Action
  • Chapter 4 Getting Started: Anticipating Students' Responses and Monitoring Their Work
  • Chapter 5 Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students' Responses
  • Chapter 6 Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable
  • Chapter 7 Putting the Five Practices in a Broader Context of Lesson Planning
  • Chapter 8 Working in the School Environment to Improve Classroom Discussions
  • Chapter 9 The Five Practices: Lessons Learned and Potential Benefits
  • Appendix A Web-based Resources for Tasks and Lesson Plans
  • Appendix B Lesson Plan for Building a Playground Task
  • Appendix C Bag of Marbles Task Monitoring Chart
  • References
  • 5 Practices: Professional Development Guide
Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past two decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has authored or coauthored over 90 books, edited books or monographs, book chapters, and peer-reviewed articles including the best seller Five Practices for Orchestrating Productive Discussions (co-authored with Mary Kay Stein). She was a member of the writing team for Principles to Actions: Ensuring Mathematical Success for All and she is a co-author of two new books (Taking Action: Implementation Effective Mathematics Teaching Practices Grades 6-8 & 9-12) that provide further explication of the teaching practices first describe in Principles to Actions. She was a member of the Board of Directors of the Association of Mathematics Teacher Educators (2001-2003; 2003 – 2005), of the National Council of Teachers of Mathematics (2006-2009), and of Teachers Development Group (2009 – 2017).

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