Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
|The Communication Standard | Using Effective Questioning | Using Precise Language | Additional Communication Strategies | Communication and the Other Process Standards | The Classroom Environment | Summary | Your Journal|
Questioning and using precise language are two aspects of effective mathematical communication. The teacher plays a critical role in constructing classroom experiences so that students have varied opportunities to communicate mathematically.
Working in Groups
It is important for students to share with one another the strategies they use to complete mathematical tasks. This helps students make sense of the mathematics and expands their understanding and ability by explaining and listening. Designing classroom experiences around having students work in groups enables students to ask one another questions, verbalize their thought processes, and clarify understanding as well as misunderstandings.
Successful group work does not "just happen" in the mathematics classroom. Here are some questions to consider as you think about group work in your classroom:
Watch the video segment (duration 0:30) at left to hear a reflection from Bill Stevenson, a middle school mathematics teacher.
Writing is a means for students to organize, summarize, and communicate their thinking. Writing increases retention of concepts and gives students opportunities to reflect on their thinking. As in other subject areas, preparing a rough draft should be the first step in the process of writing in mathematics. Polishing and refining ideas becomes the goal as students explore concepts and clarify their understanding of the mathematics. Here are some questions to consider as you think about writing:
The middle school years are full of wonder. Students are curious and eager to learn, yet they are often reluctant to stand in front of peers to present their ideas. Classroom presentations are another way for students to share their strategies, insights, and ideas to help other students in the class make sense of the concepts. Here are some questions to consider as you think about student presentations:
"There are several reasons why presentations are appropriate in a math classroom. In my class, I have largely second-language speakers, and yet, when they come forward to explain the mathematics, to explain their thinking, to show what they know, they can do that. They're speaking a third language, they're speaking mathematics." -- Ruth Ann Duncan, grade 7-8 teacher
We have reflected on examples of communication from middle school mathematics classrooms relating to the Fraction Tracks game and some problem tasks with fractions as ratios. By now, the important role of communication in your mathematics teaching and student learning should be very clear. Now let's take a look at communication in the context of the other Process Standards.
|Teaching Math Home | Grades 6-8 | Communication | Site Map | © ||