Facilitating meaningful discourse in mathematics classrooms is one of the eight Mathematics Teaching Practices that NCTM and NCSM identify as supporting equitable mathematics instruction. By promoting classroom discourse, students can develop agency and broaden their participation in mathematical activities, which can positively influence their perception of themselves as mathematicians.
This paper, by Annelise W. Nielsen, outlines how Magma Math can be used to facilitate productive mathematical discourse, which can broaden participation and promote more equitable student outcomes.
With Magma Math, teachers can review student solutions and conduct class discussions with two primary objectives. Firstly, to support students in developing a comprehensive understanding of the mathematics by sequencing or comparing student solutions. Secondly, to encourage more equitable outcomes by providing students with access to the mathematics and allowing them to express their ideas in various ways, thereby fostering their mathematical confidence.
Want to know more? Read the full white paper here.