Organizing Board Space to Support Reasoning & Connection, Part 2, with Dr. Tutita Casa & Katherine Mack
ROUNDING UP: SEASON 5 | EPISODE 2
Repositioning the classroom board as a shared space for teachers and students can create opportunities for deeper student learning and have a subtle but significant impact on students' math identities.
In part 2 of this two-part series, Mike talks with Tutita Casa and Katherine Mack from the University of Connecticut about ways teachers can use the board to reflect student reasoning, draw attention to key ideas, and close a lesson without funneling students to a correct answer.
BIOGRAPHIES
Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Her work is aimed at supporting teachers to empower students to grapple with the mathematics and engage with the discipline in ways similar to how mathematicians go about their work.
Katherine Mack is a doctoral student in curriculum and instruction at the University of Connecticut. She examines how elementary teachers can facilitate mathematical discourse by repositioning the instructional board as a space that centers student reasoning and makes it visible.
RESOURCES
Listen to part 1 of the conversation with Tutita and Katherine.
Listen to Tutita's first appearance on the podcast.
TRANSCRIPT
Click here for a full episode transcript.
CHAPTERS
00:00 - Introduction • Exploring Classroom Communication & Board Dynamics
02:35 - The Importance of Anchoring Tasks in Mathematics
04:52 - Understanding Shared Attention & Student Engagement
08:35 - The Role of Bookending in Classroom Discussions
11:31 - Validating Student Ideas & Understanding
13:39 - Creating a Safe Space for Incorrect Ideas
18:26 - Practical Steps for Teachers to Enhance Board Use
22:17 - Wrapping Up • Share Your Thoughts
