ABSTRACT
Daily routines are framed around the belief that when students are working with each other, communicating their thoughts, listening to each other, and truly trying to reason together, they learn more than if they were doing this on their own. Structured conversations provide a scaffold for student thinking and then communication of that thinking. They argue that when we are explicit with students about the ways they should be interacting and speaking with each other, they can better focus, stay on task, and delve deeper into the topic. There are a variety of ways that students can participate in the Daily Math Thinking Routines. Teachers have to know how to follow and record precisely what students are saying so that others can follow their thinking. Daily Math Thinking Routines provide “complex, hands-on learning experiences in low-threat/high-challenge context, as well as opportunities for active processing.”.
