5 Practices for Orchestrating Productive Mathematics Discussions

By M. Smith, Mary Kay Stein. 2011

504 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/eb9a3145fba10bd13ad543d4cf3f706f81850a3e

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Citations in the corpus

(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, background): “One main goal of inviting participation is to make diverse solutions available for public consideration, a key practice related to orchestrating productive discussions (Smith & Stein, 2011).”
Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. (2015, background): “There are two other important differences between our work and that of Stein, Smith, and colleagues (e.g., Smith & Stein, 2011; Stein, Smith, Henningsen, & Silver, 2009).”
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking (2018, background): “When research does exist, it tends to focus on core strategies and techniques for accomplishing particular teaching practices (e.g., Smith & Stein, 2011) and challenges in learning to enacting particular teaching practices.”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “…study (Handshakes and Cowpens) tilt toward opportunities for productive struggle because they were conceptual in nature, of high cognitive demand (Stein & Smith, 2011) and group worthy—each task had multiple entry points, solution pathways, and opportunities for interdependence and individual…”
Teacher moves for supporting student reasoning (2018, background): “Despite these challenges, there are cases depicted in the literature in which teachers do effectively support student inquiry (e.g., Frailvillig et al. 1999; Hufferd-Ackles et al. 2004; Leatham et al. 2015; Smith and Stein 2011; Staples 2007).”
Lesson study design features for supporting collaborative teacher learning (2019, background): “…and teaching (Murata, Bofferding, Pothen, Taylor,&Wischnia, 2012) and develop a lesson where the instructor orchestrates a productive student discussion of various solutions representing students’ mathematical thinking (Murata et al., 2017; Smith & Stein, 2011; Stein, Engle, Smith, & Hughes, 2008).”
Principles for designing mathematical tasks that enhance imitative and creative reasoning (2017, background): “Principles guide rather than strictly determine a design, and their use in practical design requires creative input, imaginative extensions and development through feedback from trials (Swan 2008), because there is often not enough research to support detailed prescriptions (Smith and Stein 2011).”