As students learn to use mathematical language to communicate their emerging ideas and to understand the ideas of others, they become able to expand their understanding of mathematics. Beyond language, students use pictures, diagrams, gestures, and even short skits to depict their ideas. The teacher has an important role as the one who sets up situations that spark communication, who poses questions, and who models mathematical communication.

We begin with two examples of student work for you to consider. As you observe these problems, think about how the use of language and diagrams supports students' development of understanding of two-dimensional shapes.

  Observe student work