Math Stations and Expectations

Last week I was paging through Building Thinking Classrooms in Mathematics by Peter Liljedahl and thought it was time to revisit math station norms. I’ve been using them more this year than ever and for the most part, the students have reaped benefits from being in them. Last week I walked through the classroom to find some groups on-task while others were talking about non-math topics. I really don’t mind the social aspect of the math stations, but I also want to make sure that time is being spent wisely seeing that I only see students for 50 – 60 minutes.. I find that the math conversations and strategies that that occur at these stations pay dividends later on throughout the school year. I remember briefly discussing the math stations back in August and I thought a refresh was needed. My intention was to start off the week discussing math stations and then have students work in partners keeping in mind the expectations that were discussed that day.

I ended up using Desmos to collect student information about the environment, attitudes and behaviors occurring during math station work. Students first started by self-reflecting on their beliefs during math stations and then rated their group’s actions.

The class then reviewed overall results. This helped spur on conversations about math stations and group work. This also reinforced the notion that math station groups are meaningful and intentionally used in the classroom.

The conversation was essential in my mind to get students to think more critically about what makes a great math station. Students were then given the following slide with a text box.

This was also followed-up by:

What does a great attitude for math station learning look/sound like?

What does great behavior for math station learning look/sound like?

Every student added their response to the list. The class reviewed the results together and we created a notable list of the highlights. Students agreed to what was written down and then we categorized them into groups.

The answers were put together into a document and printed out.

Students then went to math stations for a group task. I’m looking forward to referring back this day to reinforce what math station groups should look/sound like moving forward.

You can find the slide deck for this activity here.

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