Questioning and using precise language are just two aspects of effective mathematical communication. Here is a sample of further methods.

When students work in groups, they naturally ask and answer questions. As they explain their reasoning, they often discover errors and faulty reasoning on their own. They refine their thinking as they explain to another student. The ability to communicate their knowledge to other students is an important part of the group process and of developing mathematically.

After students have worked together to solve a problem or understand a concept, they can deepen their understanding and confidence by presenting their findings to the class as a whole. Students have to think more deeply when they are required to communicate their reasoning processes, either in writing or as a presentation to other students. Writing prose about both the mathematics and the problem solving process can support their understanding and recall.

Technology can prompt communication that would not be possible otherwise. For example, if students get a surprising result when using the graphing calculator this can spur good class discussion. Technology also reinforces precision by requiring students to make explicit such things as scale, accurate measurement, and application of terms and rules (e.g. when students talk in a group about how to set-up a problem on a programmable calculator, or computer).

  Goals of the Communications Standard