ROUNDING UP: SEASON 5 | EPISODE 2

Repositioning the classroom board as a shared space for teachers and students can create opportunities for deeper student learning and have a subtle but significant impact on students' math identities.

In part 2 of this two-part series, Mike talks with Tutita Casa and Katherine Mack from the University of Connecticut about ways teachers can use the board to reflect student reasoning, draw attention to key ideas, and close a lesson without funneling students to a correct answer.

BIOGRAPHIES

Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Her work is aimed at supporting teachers to empower students to grapple with the mathematics and engage with the discipline in ways similar to how mathematicians go about their work.

Katherine Mack is a doctoral student in curriculum and instruction at the University of Connecticut. She examines how elementary teachers can facilitate mathematical discourse by repositioning the instructional board as a space that centers student reasoning and makes it visible.

RESOURCES

Listen to part 1 of the conversation with Tutita and Katherine.

Listen to Tutita's last appearance on the podcast.

TRANSCRIPT

Click here for a full episode transcript.

CHAPTERS

00:00 - Introduction • Exploring Classroom Communication & Board Dynamics

02:35 - The Importance of Anchoring Tasks in Mathematics

04:52 - Understanding Shared Attention & Student Engagement

08:35 - The Role of Bookending in Classroom Discussions

11:31 - Validating Student Ideas & Understanding

13:39 - Creating a Safe Space for Incorrect Ideas

18:26 - Practical Steps for Teachers to Enhance Board Use

22:17 - Wrapping Up • Share Your Thoughts