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Amy Lucenta, M.Ed., has extensive K–12 mathematics education experience, which includes a focus on special populations. She is a coauthor of Curriculum Associates’ Ready Classroom Mathematics and Routines for Reasoning: Fostering the Mathematical Practices in All Students. She is also a cofounder of Fostering Math Practices, an organization that provides resources, training, and collaboration opportunities for anyone interested in helping all students learn to "think like mathematicians." You can follow Amy on Twitter @AmyLucenta.
Many instruction strategies that work in the classroom can be adapted for use during distance learning. Here, we describe three best practices (Individual Think Time, Turn and Talks, and 4 Rs) that support and engage all students in math thinking and discourse and how they can be used in a remote setting.
Instructional routines and math discourse are effective ways to support teachers in engaging students and increasing their mathematical understanding. The repetition of these routines makes them very effective vehicles for developing math practices.
Math teachers can use the Four Rs—repeating, rephrasing, rewording, and recording—to keep students involved in math discourse, which helps ensure all students have access to the ideas and language used during full group discussions.
