Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous “math exchanges.” The key characteristics of these mathematical conversations are that they are: 1) short, focused sessions that bring all mathematical minds together, 2) responsive to the needs of the specific group of mathematicians, and 3) designed for meaningful, guided reflection.

As in reading and writing workshop, students in Kassia’s math workshop are becoming self-directed and independent while participating in a classroom community of learners. Through the math exchanges, students focus on number sense and the big ideas of mathematics. Teachers guide the conversations with small groups of students, mediating talk and thinking as students share problem-solving strategies, discuss how math works, and move toward more effective and efficient approaches and greater mathematical understanding.

Although grounded in theory and research, *Math Exchanges *is written for practicing teachers and answers such questions as the following:

- How can I use a math workshop approach and follow a certain textbook or set of standards?
- How should I form small groups? and How often should I meet with small groups?
- What should I focus on in small groups?
- How can I tell if my groups are making progress?
- What do small-group math exchanges look like, sound like, and feel like?

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on October 31, 2011 at 9:15 pm |asakoI just finished reading your book today. I am starting my math exchange (the small group) tomorrow. I have tried and tried to start math small group, but somehow I could not continue it. (I am ok with literacy small group). I think that the problem was finding it difficult to find the activities or level of students (finding exactly/pinpoint the weak point). I like the idea that I am able to use the same story, but just change the numbers to meet the needs of students. I need to reread your book a couple more times to be a fully “understood/can do it” teacher, but I would like to start NOW with math exchange.

One question —- how do your school give grade for math? The low level students and high level students may work on the same story problems, but the level of work is different. Do you still give the unit test (I do not like it)? or give grade on what they have done during math exchange or independent work?