Nowa Techie

In the previous post, we delved into the significance of the Mathematical Language Routine 1 (MLR 1) “Stronger and Clearer Each Time.” MLR 1 focuses on nurturing a deeper understanding of mathematics by encouraging students to thoughtfully articulate their thinking process, either individually or in groups. Through explanation and attentive listening, students refine their writing skills and strive to explain concepts at a more profound level, akin to mathematicians.

Now, let’s turn our attention to MLR 2, known as “Collect and Display.” The primary objective of MLR 2 is to capture the oral language utilized by students during discussions, creating a valuable reference for later use. This capturing process encompasses various forms, including words, diagrams, and images. By collecting and displaying this language-rich content, MLR 2 aids students in establishing connections between different mathematical concepts, as well as facilitating the integration of academic language into their understanding and expression. Additionally, MLR 2 provides immediate feedback, an essential element in student learning, and offers a structured framework for self-reflection and language usage. Join along as we explore MLR 2 further in this post.

The focus of this routine is to collect students’ thoughts using verbal, pictorial, and diagrammatic representations. Although visuals play a role, they are not the main focus. The purpose is to explain the importance of using visual aids to collect and showcase student ideas in mathematics.

This routine aims to stabilize the ever-changing language used by students so that their own output can serve as a reference in developing their mathematical language. The teacher actively listens and records the language employed by students during discussions, whether it’s in pairs, small groups, or the entire class. This includes capturing written words, diagrams, and pictures.

The collected output can be organized, restated, or connected to other language in a display that all students can refer to, build upon, and make connections with during future discussions or writing activities. Throughout the unit, teachers can use the displayed language as a model, update and revise the display as student language evolves, and create connections between student language and new disciplinary language.

This routine provides valuable feedback to students, enhancing their understanding while simultaneously fostering their awareness of language.

When it comes to collecting data during student discussions in math class, there are effective strategies to encourage students to represent their mathematical thinking visually. One popular approach is incorporating Number Talks, a practice already utilized by many teachers. During Number Talks, teachers can record their methods and thoughts, which not only helps them make connections but also allows for discussions about the most efficient approaches. However, it’s important to note that sometimes students may overcomplicate their solutions to showcase the flexibility of their thinking. To address this, scribing these methods can help students realize the value of efficiency. Apart from Number Talks, there are other strategies to encourage visual representation of mathematical thinking. Teachers can introduce visual organizers like graphic organizers or mind maps, which help students organize and illustrate their ideas. Additionally, utilizing tools such as virtual or physical whiteboards or digital sketching apps can enable students to visually capture their thought processes. Activities like creating diagrams or pictures also enhance the collection of student ideas in a visual format, providing teachers with valuable insights into student understanding and promoting deeper mathematical thinking.

The method of collecting student data can vary depending on the teacher’s preference. Some teachers may opt for traditional methods like chart paper, prominently displayed in the classroom. Others may choose digital tools like Padlet. Regardless of the chosen method, the collected data will be easily accessible to students whenever they need it. It is encouraged for students to utilize these records when expressing their thoughts, whether orally or in writing. As a teacher, it is important to highlight this resource for students and demonstrate how to effectively utilize it.

In conclusion, we have explored the significance of MLR 2: “Collect and Display” in fostering effective language students use to communicate their mathematical thinking. This routine has proven to be a valuable tool for students, as it allows them to actively engage with mathematical concepts and communicate their ideas effectively. By collecting and displaying their thinking, students can enhance their understanding and learn from their peers. Moving forward, we will delve into MLR 3: “Critique, Correct, and Clarify” in our next blog post. Stay tuned as we continue to explore the power of Mathematical Language Routines in promoting mathematical discourse and deepening conceptual understanding.