Video / Practice Discussion

Discussion Guide 1

Pre-Session
  1. View video “ Constructing Viable Arguments and Critiquing the Reasoning of Others” (presenter: Nan
Merrell)
  1. ReadMathematical Practice #3-1overview from website
  2. The lesson being taught used a pie chart to show different field trip a class of 30 students could take. The students are to find a method to show proportional relationships. As a practical part of the lesson, the students are taught to defend their method to show a viable argument in their reasoning process.
  3. Answer the discussion questions while watching the video. Questions appear chronologically.

Introductory Activity – Video discussion
Discussion Questions /
  1. How does the teacher explain the concept of an argument being viable?
  2. Does she tell the students the answer only, or does she have the student seek out the answer?
  3. How does the teacher utilize the students’ prior knowledge base of definitions, assumptions and/or previous established results to justify the concept?
  4. How do the students communicate their understanding of the concept?
  5. How do they validate their reasoning to their classmates?
  6. What clarification question does the student (Dallin) ask the teacher about the procedural steps for this concept (see 19:50 in the video)? Does his question show that he has a greater understanding of the concept?
  7. How did the teacher help guide the students to come up with a method to solve the problem?
  8. How did the teacher help guide the students while they explained their problems on the board?
  9. Did the student groups come up with more than one way to solve the problem? If so, how many ways did they derive?
  10. How did the teacher summarize and tie up the Standard at the end of the lesson?

Discussion – What does this mean in my classroom?
Discussion Questions /
  1. What types of simple concepts could I set up in my classroom to have my students practice their validity skills?
  2. Are there concepts I could set up falsely to check for my students’ understanding of validity?
  3. How can I get my students to start asking themselves, ‘Why do I know this is a true statement? How can I prove it?’

Application – Create a lesson plan implementing the practice
Select a lesson plan of your own and integrate the Mathematical Practice #3 into the lesson. Write out the lesson plan, clearly identifying where you are implementing this practice.
Reflections – Write in Journal
  1. Do you feel it is important for students to work in groups to find a variety of viable methods? Why?
  2. Describe an example of your teaching which will support your answer to question 1.