140 ◆ Math Literature Problem-Solving Circles
engage in Depth of Knowledge (DOK) (Webb, 1999) level 3 and 4 type
activities, meaning that they are thinking strategically and reasoning, justi-
fying and generalizing about the math. These discussions are guided by
the students’ thoughts, insights, observations and questions. The discussion
is around the type of problem, the initial solving of the problem, the models
used, the strategies used and the double-checking that takes place. The
students approach the discussion through acting out different roles. They
learn to facilitate their own discussions through scaffolded protocols.
The goal of math literature circles is to provide an enthusiastic, engag-
ing, student-driven space for conversation that encourages deep thinking
about math. The belief is that as students make sense of math together,
the math begins to make more and more sense to the students.
Math literature circles begin with the idea that you take a really rich
problem and give it to students the way you would a good book. Students
read the problem and work through it on their own for a day or two and
then they prepare to meet with their group. When they meet, they bring
their work and come prepared to discuss their thinking so far on the
problem.
Each person is given a specific role to work through the problem:
- summarizer/verbalizer/presenter
- equation maker
- planner/strategist
- modeler
- double-double-checker
Summarizer/Verbalizer
This person is in charge of reading the problem and explaining the mean-
ing. Their role is to facilitate a discussion about the meaning of the problem,
the type of problem and what is being asked. This person is also the lead
presenter of the problem and the solution to the class.
Equation Maker
This person is in charge of reiterating and verifying the type of problem.
They must decide if it is an addition, subtraction, multiplication or divi-
sion problem. They have to decide on the type—what is missing—the
beginning, the change or the start. They have to discuss whether it is
one-step, two-step or multistep. They must then write a set-up equation.
This is an extremely important role because it sets the path that everyone
else will follow. The equation maker is also the person who writes the
solution equation.