Neriage ("Kneading") Discussion
Neriage provides the bridge from students’ current understanding to the new mathematical idea you want them to understand by the end of the lesson. Questions to help you plan the neriage are:
- What knowledge will students bring to the problem?
- What new understanding will they build during the lesson?
- What specific experiences and insights will help students progress from their initial knowledge to the new understanding?
After thinking about these questions, plan the neriage:
- Decide which solution strategies students will present, and in what order
- Identify what students need to notice about each solution approach and about the similarities or differences between them
As you plan the neriage, recall that its purpose is for students to uncover the important mathematical ideas as they analyze and compare solutions. The teacher’s role is to monitor and facilitate discussion toward the lesson’s major learning.
Now that you have planned the flow of the neriage, consider the specific questions you will ask at each phase of the TTP lesson, and note your ideas in the TTP Teaching and Learning Plan (section viii, Lesson Plan). In particular, write down: ?
- The teacher questions and moves that will help students present, unpack, compare, and analyze the solution strategies
Reflective Student Journals
Student journals can also make a powerful contribution to students’ mathematical agency, as we saw in Dr. Takahashi’s lessons. If you are not already using reflective mathematics journals in your classroom, we encourage you to try them as part of your TTP lesson planning.
You can find more advice about using student journals in the course ‘Try Math Journals in your Classroom’ or Take the 30-day math journal challenge!
As part of your TTP work, you might want to identify one or more aspects of journal writing you want students to build, such as:
- Writing mathematical expressions to go with their pictures and explanations
- Recording classmates’ ideas as a resource to deepen their own thinking
- Recording how their thinking changed (by crossing out and adding writing, rather than erasing)
- Writing "What I learned" (and you can present several student reflections to begin the next lesson)
Capture your thinking by completing the following sections of the Teaching-Learning Plan: