Routines for Supporting Student Thinking

In this episode of Room to Grow, Grace Kelemanik and Amy Lucenta join Curtis and Joanie to talk about how routines can provide the “opportunity and support for each and every student develop mathematical thinking and reasoning.” Although routines are used by most educators for a variety of reasons, Grace and Amy focus on “Routines for Reasoning,” which are specifically designed and structured to surface the ways that students are thinking about the mathematics and to better understanding the reasoning of their classmates to reinforce the mathematics content and thinking goals. In this extended episode, Amy and Grace dive deeply into the “Four Rs” and “Annotation,” two of the five “Essential Strategies” that teachers employ within the routines, with an emphasis on how these strategies provide access and opportunity for all students to engage in the deep thinking of the lesson. Then, they describe the “Connecting Representations” routine in detail to help listeners understand the power of the routines in action. As Grace shares, the power of the routines and essential strategies is that they help teachers to “hand over agency to the students. Teachers are no longer are the sole authority in the classroom... it’s the students doing the heavy lifting.” We encourage you to explore the resources below, referenced in this episode:Be sure to explore Grace Kelemanik and Amy Lucenta’s website, Fostering Mathematical Practices …...and their books, Routines for Reasoning and Teaching for Thinking. Explore infographics, tasks, and more for the Connecting Representations routine.See the Connecting Representations routine in action in this classroom video.Be sure to join us for part 2 of this conversation next month!Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.