![]() In a typical classroom setting, students would have time to think quietly and talk with a partner. Here’s an activity from Algebra 1 Unit 4 Lesson 10. What might this look like during distance learning? This growing attention to precision in language translates to students’ deeper understanding of mathematics. More than just error analysis, this routine purposefully engages students in considering both the author’s mathematical thinking as well as the features of their communication.īy engaging in this process, students have another opportunity to recognize the distinction between 50% and one-half. Then asks students to:Ĭlarify: Why do you think the student wrote this?Ĭritique: What changes do you suggest? Why? The MLR3 Clarify, Critique, Correct routine invites students to examine a mathematical statement such as the anticipated response above that includes conceptual (or common) errors in mathematical thinking as well as ambiguities in language. Let’s consider, What happens when we pay attention to language? In doing so, teachers have an opportunity to learn more about student thinking, and students have an opportunity to re-engage and examine a mathematical idea more deeply. Yet, this statement is a window into current student understanding. “9 is 50% of 4.5 because 9 times $\frac$ is 4.5.”Īt first glance, we may focus on how correct this response is. ![]() MLR3 Clarify, Critique, CorrectĪs we prepare to enact this activity, we can anticipate the kinds of responses our students might give. Let’s begin by exploring an example of MLR3 Clarify, Critique, Correct. In this series of posts, we will consider how to “strengthen the opportunities and supports for helping students to describe clearly their mathematical thinking to others, orally, visually, and in writing” by looking at three Math Language Routines (MLRs). What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English? This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation. We create purposeful opportunities for students to engage in sense-making and to use language to negotiate meaning with their peers. Knowing and using math goes beyond calculating and evaluating. We envision creating a world where learners know, use, and enjoy mathematics. Our hope is that we find the grace to give each other space to make sense of how we will cultivate agency, mathematical understanding, and language in these times. This impacts the access we have to our students for the remainder of the school year. We want to acknowledge that we are all in different situations that shape how we respond to the call to adapt our teaching to fit a model for distance learning.
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