15

Talking About Square Numbers

Small-Group Discussion of Multiples and Factors

Dee Watson

I’m not here for me, I’m here for you so if there’s something you don’t understand,

I’m here for that.

I’ve been a fourth grader myself. I know some of the parts that can get confusing.

I want you to tell me when it gets confusing so we can talk about it.

These are some of the things I tell my class to get them comfortable with discus-
sion in my mathematics class. I emphasize discussion in my fourth-grade class-
room throughout the year for many reasons: to communicate high expectations
for learning and behavior, to offer opportunities for students to take responsibili-
ty for their own learning, and to encourage the exchange of mathematical ideas.
These open exchanges build a sense of trust in our classroom. I want all of the stu-
dents, including my students with special needs, to feel safe, take risks, admit con-
fusion, and share ideas and insights. In my experience, all students are able to
enter into discussions if I make the rules and routines for the discussions explicit,
if I build the community so the students are engaged and feel safe, and if I provide
a variety of models and representations to make the mathematical concepts
accessible.

Setting the Stage

In the beginning of the year, our discussions set the stage for the mathematical
conversations we will have throughout the year, so it is important that behavioral
norms are set early. The students and I together determined the following rules
for behavior in small groups.

I will look at the speaker.

I will listen to the speaker.

I will participate in discussions.