GCCTM Newsletter

December 2014 Edition

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LETTER FROM THE PRESIDENT

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Using word wall in math discussions raises student achievement


For many math teachers, leading a discussion in math class is a novel and challenging role but one that takes high-priority in current math instruction practices.

What teaching practices for in leading discourse are most effective in raising math achievement?

According to a new study in the Journal of Advanced Academics funded by the National Science Foundation, K-2 students whose teachers used 2 discourse practices (having students construct viable arguments and critique the reasoning of others and attending to precision in the use of mathematical vocabulary with the use of a word wall) scored higher than controls in one or both math measures, the Iowa Tests of Basic Skills (ITBS) Mathematics subtest and the grade-level-specific Open-Response Assessment. This study was part of an effort to develop and examine 6 mathematics curriculum units.

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