Students deepen their math understanding as they use and hear others use specific math language in informal ways. When learners think about a problem or worked example then discuss their thoughts with a partner before sharing with the larger group, everyone participates and practices their skills.
Watch how a teacher reviews think-pair-share with her class and applies it to a math problem. By having individual think time, students are more equipped to process and answer questions meaningfully. They are also held accountable for maintaining their Attention with a peer, which contributes to a more fruitful discussion.
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
Watch how Class Dojo builds think-pair-share into its classroom communication platform. From 16:58, see how it enables teachers to create prompts for students to engage in Math Communication with their partners.
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