Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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CommunicationSession 02 Overviewtab atab bTab ctab dtab eReference
Part C

Defining Communication
  The Communication Standard | Using Effective Questioning | Using Precise Language | Additional Communication Strategies | Communication and the Other Process Standards | The Classroom Environment | Summary | Your Journal
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In classrooms not too long ago, students worked alone on mathematical problems. Communication was often one-way -- the teacher's role was to show the students how to do the mathematics (usually computation). The students' role was to provide their answers or show how they solved the problem. Working with other students was considered cheating, and discussion among students might have been seen as disruptive, rather than helpful. Students were seldom asked to write about mathematics in prose or to present and explain their work, except when copying their homework answers on the board.

Today's mathematics classroom is very different. Students are encouraged to work together and to communicate about mathematical ideas, in the same way that they communicate about literature or the social sciences. To support this new emphasis on communication, as teachers, we must learn better ways to communicate with our students and help students communicate with one another. NCTM makes a strong case that improvement in communication can make for more effective teachers and better learners. Better communication will also deepen students' understanding of mathematics.

So how does the work you've done so far in this session relate to the Communication Standard? Let's review and expand on what we've covered.

Next  Asking effective questions

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