Paraphrasing and Extending Discourse: After setting an expectation that everyone will contribute and listen, Patty Ferrant is able to circulate around the groups, periodically inserting herself in the student conversations to model restating and extending thinking.

**CONSIDER:**

How do you model careful listening and have students restate each other’s contributions?

These videos are discussed in the Inside Mathematics guide "Engaging in Mathematical Discourse, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "engaging in mathematical discourse."

Reflection: Setting and supporting high expectations for student discourse [Paraphrasing and Extending Discourse]

Day 2: Establishing expectations for attentive listening [Modeling and Encouraging Active Listening]

Day 3: Group collaborative task for precise communication and structured talk [Using Structured Talk]

Day 5: Creating norms for peer mathematical discourse [Modeling and Encouraging Active Listening]

Day 19: Developing routines to use precise language [Using Precise Language]

Day 19: Extending discourse through restating [Paraphrasing and Extending Discourse]

Day 19: Persisting in encouraging students to participate and make their thinking clear [Paraphrasing and Extending Discourse]

Day 158: Sustained mathematical discourse in partner work [Paraphrasing and Extending Discourse]

Day 158: Partners sustain and extend mathematical discourse independently [Paraphrasing and Extending Discourse]