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Holly Clark-Porter

hollyclarkporter@gmail.com

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Algebraic Thinking

Classroom Discussion: Seeing Math Discourse in Action

www.mathsolutions.com   Once on the site, search for "multimedia professional learning resource." 

 

Level: K-6th

Accessibility: Purchasable DVDs ($149)

Type of video: Excerpts from 12 classroom lessons that involve small group and whole class discussions

Content domains: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, The Number System

Description:

  • Videos illustrate particular “talk moves” and combinations of “talk moves”.

  • Videos afford opportunity to view students doing mathematics as they engage in problems, as the students interact with other students, and as the students interact with teachers..

  • Videos demonstrate instructional practices consistent with the mathematics teaching practices (NCTM, 2014). These practices include but are not limited to: posing purposeful questions, eliciting and using evidence of student thinking, supporting students’ productive struggle, and orchestrating mathematical discourse.

 

To learn more information about uses, video length, and in depth detail, click "Learn More & Discuss."

 

 

 

 

PBS Mathline

www.pbslearningmedia.org,

 

Level:  Grade 6-8

Accessibility: Free after you have created an account and password.

Type of video:  Video of classroom mathematics lesson

  • Grades 6-8: Expressions and Equations; The Number System; Ratios and Proportional Reasoning; Statistics and Probability; Functions; Geometry

Description:

  • A number of the lessons follow a launch-explore-summarize format.  The teacher first introduces or sets-up a class task, activity, or experiment.  Then the teacher provides students time to engage in the mathematical task/activity/experiment.  The teacher then concludes with a discussion or lecture about the overarching mathematical idea(s) in the lesson. 

  • Many of the lessons in the videos include both small group and whole class discussions in which students are working on a mathematical task, activity, or experiment that requires a significant portion of the lesson’s time.  

  • Some of the teachers in the videos demonstrate instructional practices and mathematical tasks that have the form but not the function of those advocated by the NCTM Standards.

  • The videos include teacher and student reflections on teaching and learning; teacher voice over and interpretation of some of the events in the classroom videos; edited, full lengths segments of the classroom lesson; segments of video focusing on individual and groups of students engaging in mathematical tasks

 

 

 

Teaching Channel 

www.teachingchannel.org

 

Level: K-8  (also 9-12, see below)

Access: Free, after creating a username and password

Type of video: Excerpts of classroom lessons, which include whole class, small group, and teacher reflection. 

Content domains:

  • K-8 CCSS-M Content Standards: Counting and Cardinality; Operations and Algebraic Thinking; Number and Operations in Base 10; Number and Operations - Fractions; Measurement and Data; Geometry; The Number System; Expressions and Equations; Functions; Statistics and Probability

Description:

  • There seems to be two major foci for the videos - mathematics teaching practices (e.g. “giving efficient directions,” “think time and collaborative learning,” and “formative assessment using U-P-S strategy”) and mathematics lesson ideas (e.g. “collaborate to solve inequalities” and “statistical analysis to rank baseball players.”)

  • The content of the videos varies. Many of the videos include excerpts of classroom lessons that follow a launch-explore-summarize structure.The launch involves the teacher setting up the activity while interacting with the whole class.The excerpts from the explore portion focuses on small groups of students collaborating on the mathematical task.The excerpts of the summary involve a whole class discussion about the students’ work on the mathematical activity.All of these videos include a voice-over commentary in which the teacher(s) reflects on pedagogical decisions and situates the decisions in the broader scope and sequence of the students’ mathematical learning.

 

 

 

 

 

 

TIMSS Videos (Videos from Third International Math & Science Study)

http://www.timssvideo.com/videos/Mathematics 

 

Level: 8th

Access: Free, after creating a username and password

Type of video: (Individual task based interview, small group, whole
 class, teacher reflection): Whole class/Whole lesson videos, video generally follows the teacher, but does include some small groups and individual students interacting with the teacher.

Content domains: In the USA:

  • Graphing Linear Equations

  • Writing variable expressions

  • Exponent rules

  • Secants and tangents

  • Interior angles of a polygon

  • See "Learn More & Discuss" for other countries' content

Description:

  • The videos are examples of uninterrupted and unedited classroom lessons.They show a variety of teaching structures and approaches, as well as a variety of content domains.

  • The videos are also very useful to show cultural differences in instruction between countries.

  • The videos are not idealized versions of classrooms.As a result, they are less models of “ideal” teaching, but rather opportunities to analyze classroom teaching.

 

To learn more information about uses, video length, and in depth detail, click "Learn More & Discuss."

Teaching Channel 

www.teachingchannel.org

 

Level: K-12

Access: Free, after creating a username and password

Type of video: Excerpts of classroom lessons, which include whole class, small group, and teacher reflection. 

Content domains:

  • 9-12 CCSS-M Content Standards:Algebra; Functions; Modeling; Geometry; Statistics and Probability

Description:

  • There seems to be two major foci for the videos - mathematics teaching practices (e.g. “giving efficient directions,” “think time and collaborative learning,” and “formative assessment using U-P-S strategy”) and mathematics lesson ideas (e.g. “collaborate to solve inequalities” and “statistical analysis to rank baseball players.”)

  • The content of the videos varies. Many of the videos include excerpts of classroom lessons that follow a launch-explore-summarize structure.The launch involves the teacher setting up the activity while interacting with the whole class.The excerpts from the explore portion focuses on small groups of students collaborating on the mathematical task.The excerpts of the summary involve a whole class discussion about the students’ work on the mathematical activity.All of these videos include a voice-over commentary in which the teacher(s) reflects on pedagogical decisions and situates the decisions in the broader scope and sequence of the students’ mathematical learning.

 

 

 

 

PBS Mathline

www.pbslearningmedia.org,

 

Level:  Grade 9-12

Accessibility: Free after you have created an account and password.

Type of video:  Video of classroom mathematics lesson

Concent: Algebra; Functions; Statistics and Probability; Number and Quantity; Modeling

Description of the Videos:

  • A number of the lessons follow a launch-explore-summarize format.  The teacher first introduces or sets-up a class task, activity, or experiment.  Then the teacher provides students time to engage in the mathematical task/activity/experiment.  The teacher then concludes with a discussion or lecture about the overarching mathematical idea(s) in the lesson. 

  • Many of the lessons in the videos include both small group and whole class discussions in which students are working on a mathematical task, activity, or experiment that requires a significant portion of the lesson’s time.  

  • Some of the teachers in the videos demonstrate instructional practices and mathematical tasks that have the form but not the function of those advocated by the NCTM Standards.

  • The videos include teacher and student reflections on teaching and learning; teacher voice over and interpretation of some of the events in the classroom videos; edited, full lengths segments of the classroom lesson; segments of video focusing on individual and groups of students engaging in mathematical tasks

9-12th

 

 

Inside Mathematics

www.insidemathematics.org

 

Level: 1-12

Access: Free

Type of video: Excerpts from classroom lessons and teacher reflections - prior to and following lesson. 

NOTE: The videos are separated into four collections: Public Lessons, Number Talks, Problem of the Month, Formative re-engaging lessons.

Content domains:

  • Elementary: Operations and Algebraic Thinking; Number and Operations in Base Ten; Numbers and Operations - Fractions; Measurement and Data; Geometry

  • Middle Grades: Ratios and Proportional Relationships; The Number System; Expressions and Equations; Geometry; Statistics and Probability; Functions

  • High School: Number and Quantity; Functions; Geometry; Statistics and Probability; Algebra

Description:

  • Public Lesson

    • 14 sets of videos for entire Grade 2 - 12 classroom lessons, many of which include pre-lesson conversations and post-lesson debriefing with mathematical coaches, fellow teachers, and/or students

    • Most of the classroom lessons involve tasks created by the Mathematics Assessment Resource Service (MARS)

    • The videos of the classroom lesson are separated into temporal segments - usually 10-15 video segments per lesson.Nearly all the lessons follow a launch, explore, and summarize structure.All the lessons include whole class and small group activities.The videos of the small group activities include different groups of students working on mathematics.

  • Number Talks

    • The following is the website creators’ description of number talks:“Number talks were developed for classroom teachers to engage students in “mental math” through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day’s mathematical practice, as “warm ups” for other lessons, or as stand-alone extended engagements with mathematical concepts.”

    • 5 sets of 3 videos for each Number Talk.Most of the sets of videos include a pre-lesson conversation between the teacher and coach, the Number Talk enacted in a classroom, and a post-lesson debriefing between the teacher and the coach.

    • Most of the Number Talk classroom videos focus on a whole class discussion, but some include small group, pair and share interactions.

  • Formative re-engaging lessons

    • The website creators state: “Formative Re-Engaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and re-engagement around a mathematical concept.”

    • The collection is a set of five videos from one classroom lesson.The lesson is segmented into four videos and the fifth video is a pre-lesson conversation between the teacher and math coach.

Teaching Channel 

www.teachingchannel.org

 

Level: K-12

Access: Free, after creating a username and password

Type of video: Excerpts of classroom lessons, which include whole class, small group, and teacher reflection. 

Content domains:

  • K-8 CCSS-M Content Standards: Counting and Cardinality; Operations and Algebraic Thinking; Number and Operations in Base 10; Number and Operations - Fractions; Measurement and Data; Geometry; The Number System; Expressions and Equations; Functions; Statistics and Probability

  • 9-12 CCSS-M Content Standards:Algebra; Functions; Modeling; Geometry; Statistics and Probability

Description:

  • There seems to be two major foci for the videos - mathematics teaching practices (e.g. “giving efficient directions,” “think time and collaborative learning,” and “formative assessment using U-P-S strategy”) and mathematics lesson ideas (e.g. “collaborate to solve inequalities” and “statistical analysis to rank baseball players.”)

  • The content of the videos varies. Many of the videos include excerpts of classroom lessons that follow a launch-explore-summarize structure.The launch involves the teacher setting up the activity while interacting with the whole class.The excerpts from the explore portion focuses on small groups of students collaborating on the mathematical task.The excerpts of the summary involve a whole class discussion about the students’ work on the mathematical activity.All of these videos include a voice-over commentary in which the teacher(s) reflects on pedagogical decisions and situates the decisions in the broader scope and sequence of the students’ mathematical learning.

 

Video Mosaic Collaborative (VMC)

videomosaic.org

 

Level: 1-12

Accessibility: Free

Type of video: Classroom lessons; after-school interventions and observations with a small group of students

Length of videos: 5 minutes to 60+ minutes

Content domains:  

  • Elementary and Middle school: Operations and Algebraic Thinking; Numbers and Operations in Base Ten; Numbers and Operations - Fractions; Statistics and Probability; Measurement and Data; Ratio and Proportional Reasoning; Expressions and Equations

  • High School: Algebra; Statistics and Probability; Functions; Geometry

Description:

  • “The Video Mosaic Collaborative (VMC) is an interactive collaboration portal designed to enable teachers, teacher educators and researchers to analyze and utilize the real classroom videos shot over a span of 20+ years to make new discoveries in math education and transform mathematics research, teaching and learning.”

    • “The collection is unique in its selection of carefully created clips from multi-hour classroom and after school intervention and observation sessions. These clips have been selected and summarized by the researchers who led the longitudinal studies and by graduate students and research associates assisting the Video Mosaic Collaborative project. Each clip was developed to support teacher education, research and the practicing teacher needing advice and support in the mathematics classroom.”

  • The classroom and after school classroom interventions involve high-level cognitive demand tasks.The researchers interactions with students maintain the level of cognitive demand as the students engage in the tasks.

  • The videos include students using mathematical tools such as graph paper, base ten blocks, algebra blocks, computers, the tower of hanoi, calculators, and number lines.

  • The focus of nearly all the videos is on students individually and collectively engaging in mathematical reasoning

 

PBS Mathline

www.pbslearningmedia.org,

 

Level:  Grade 6-8

Accessibility: Free after you have created an account and password.

Type of video:  Video of classroom mathematics lesson

  • Grades 6-8: Expressions and Equations; The Number System; Ratios and Proportional Reasoning; Statistics and Probability; Functions; Geometry

Description of the Videos:

  • A number of the lessons follow a launch-explore-summarize format.  The teacher first introduces or sets-up a class task, activity, or experiment.  Then the teacher provides students time to engage in the mathematical task/activity/experiment.  The teacher then concludes with a discussion or lecture about the overarching mathematical idea(s) in the lesson. 

  • Many of the lessons in the videos include both small group and whole class discussions in which students are working on a mathematical task, activity, or experiment that requires a significant portion of the lesson’s time.  

  • Some of the teachers in the videos demonstrate instructional practices and mathematical tasks that have the form but not the function of those advocated by the NCTM Standards.

  • The videos include teacher and student reflections on teaching and learning; teacher voice over and interpretation of some of the events in the classroom videos; edited, full lengths segments of the classroom lesson; segments of video focusing on individual and groups of students engaging in mathematical tasks