Socratic Seminars for Mathematics

Stephanie and Quavis gestured animatedly as they stood in front of the graphs, shown in figure 1 , that had been drawn on the board. Tara and Laura were speaking from their desks, and the rest of their second-year algebra class watched intently. We will subsequently share more of their discussion as...

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Bibliographic Details
Published in:The Mathematics teacher 2002-12, Vol.95 (9), p.682-687
Main Authors: Koellner-Clark, Karen, Stallings, L. Lynn, Hoover, Sue A.
Format: Article
Language:English
Subjects:
Algebra
Ferris wheels
High school students
Learning
Line graphs
Mathematical functions
Mathematical problems
Mathematics education
Mathematics teachers
Methods
Secondary school students
Teachers
Teaching
Citations: Items that cite this one
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Summary:Stephanie and Quavis gestured animatedly as they stood in front of the graphs, shown in figure 1 , that had been drawn on the board. Tara and Laura were speaking from their desks, and the rest of their second-year algebra class watched intently. We will subsequently share more of their discussion as we discuss an example of a Socratic seminar, but we first notice how these students struggled to “organize and consolidate their mathematical thinking through communication” and to “communicate their mathematical thinking coherently and clearly to peers, teachers, and others” (NCTM 2000, p. 348). The students were arguing vigorously and seemed disappointed when the bell rang to end the seminar.
ISSN:0025-5769
2330-0582
DOI:10.5951/MT.95.9.0682