When students share their mathematical thinking in a group, it's important that everyone's voice feels heard. One effective technique to ensure this is to have another student repeat the thinking of the person who shared. This strategy, which we saw in many Developing Mathematical Ideas (DMI) videos (as part of the Master of Arts in Teaching Mathematics at Mt Holyoke College), was also recommended by my colleague Louisa for my Student Thinking Assignments in the 2021-22 school year.
There are several benefits to using this approach. First, it amplifies the voice of the student who originally shared their thinking and communicates to the class that their ideas are valued. Second, when a student's thinking is repeated, more students have a chance to hear and understand it. In a busy and distracting classroom, hearing ideas twice can help students pay closer attention. Third, repeating the thinking provides an opportunity to check for understanding. If the repetition is incorrect, we can quickly identify any misunderstandings or communication issues.
Echoing student voices by having another student repeat their thinking is a simple and effective technique to use in your elementary math classroom. It promotes inclusion, helps clarify ideas, and encourages active listening among students.
In your next math class, give it a shot and see how it goes. Then leave me a comment and let me know how it worked for you!
Questions to Reflect & Refine
- In what ways could echoing student voices benefit my classroom math discussions? How could it support student learning?
- How might I use or adapt this technique to suit the needs of my classroom and my students? How might I regularly incorporate this strategy into my practice?
- Can I think of any other strategies to ensure that all my students' voices are heard in math discussions?
Ideas that came up based on feedback from others:
- When students are hesitant or afraid to vocalize their ideas/processes, being the "repeater" is actually much lower stakes. They can still be a part of the conversation, but they don't have to vulnerably share their own ideas if they aren't ready to, yet. (Larry)
- This technique is described above in the context of a small or large group, but could also be a strategy students would use in pairs as a way to show their partner was actively listening. The way the technique is used is dependent on the purpose. (Melissa)
- What happens if the math thinking originally shared is incorrect? Do you still have that thinking echoed? (Melissa)
- Repetition is a super important technique. Students teaching, after gaining expertise, can really boost the repetitions. Giving students multiple modeling opportunities advantages all. (Amy)
- This community has potential to build community. (Judi)
- An important precursor to using a technique like this is to lay out norms and expectations for the group. It is also important students know the purpose; to amplify voices, promote inclusion and clarify ideas. This "echoing" technique shouldn't be looked on as a listening quiz, but rather a chance to restate and reframe. (Louisa)
- When students get used to listening to other students' math thinking and sharing their own thinking, the ownership for learning, thinking and teaching shifts towards the students, giving them agency. (Jennifer)
- This strategy would be useful in other areas as well, not just in the mathematics classroom (Ashley)
