◆ 1399
Math Literature
Problem-Solving
Circles and Other
Collaborative Activities
Math Literature Circles
Collaborative problem solving is a great way to get students talking about
word problems. There are many ways to do this. In this chapter, I^ want
to talk about some of those ways, including math literature circles as a
much-needed variation of group problem solving. A^ math literature circle
is a small group of students gathered together to discuss a math problem
in depth. The discussion is guided by the students’ responses to a problem
that they have already worked on. You may hear talk about how they
visualized it, how they summarized it, their plan, the strategies they used,
the models they used and how they double-checked^ it.
Math literature circles provide a way for students to engage in critical
thinking and reflection as they read, discuss and respond to books. Working
together on shared learning experiences are the center of this approach. Stu-
dents listen to, question, watch and learn from each other. Their understand-
ing of the mathematics deepens as they work together to discuss the problems.
A^ structured discussion protocol scaffolds the learning experience.
Math circles are student-centered math discussions where each student
has a distinct role. They meet at scheduled times during the week to work
together. This ongoing activity occurs regularly, for example, every Friday.
Before the meeting, students have done some work on their own so they
may fully contribute to the discussion. This is a scaffolded conversation so
that students are having a hands-on, minds-on fully engaged experience.
This student-centered approach focuses on students’ responses to the
math problems they encounter. In math literature circles, students are
actively engaged in making sense of the problems that they chose to work
with. They think about the problem, write about it, reflect on it and construct
their own meaning before they meet with their group. When they meet
with the group, each person comes with their thoughts about the problem
and then discusses and co-constructs meaning with their peers. The students