The term "math habits of mind" was first used by Cuoco, Goldenburg and Mark in a great 1996 article (linked here). The habits of mind that they envisioned are process and disposition standards rather than content standards. The general idea was that the content of mathematics will evolve, so we want to give students "a set of tools that they'll need to use, understand and make mathematics that doesn't yet exist" (Cuoco, Goldenburg, & Mark, p. 2). The habits of mind are the tools they proposed.
The Common Core Standards for Mathematical Practice (also know as the 8 Math Practices) were influenced by the habits of mind as well as the NCTM problem solving standards and the National Research Council's 2001 Report "Adding it up" (linked here) Like the habits of mind, the Math Practices address thinking processes, and dispositions that help students develop "deep, flexible, and enduring understanding of mathematics" (Briars, Mills, & Mitchell, 2011, p. 20).
When I left EMES, fifth grade students were working to get to the communications level on long division (blog post: Math Coaching at EMES: The Sequel). As you would expect, students were in different places with some ready to communicate and apply and others needing more conceptual work.
Tech Assisted Communication
Students have been using videos to practice the communication piece and document their learning as they became ready. Fearlessly, one teacher used a cell phone to record the videos and enlisted the media specialist/technology guru to upload it to Teachertube.
Here is one student's video. Kindly, she was willing to share it with all of us. I love it for so many reasons, but especially because of how proud of herself she looks. If you can't see the video below, click on this link: http://bit.ly/1GrotF5.
Meanwhile, what to do with the students who have the communication piece down???
