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

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