COMMUNICATION IN

MATHEMATICS

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p Communication takes many forms in the

classroom aimed toward learning mathematics
in an active and interactive manner.
p Students talk to each other and to adults and
they act, draw, graph and write about
mathematics depend on the conservation.
p Mathematical ideas expressed become public
and open to refinement.
p Solving problems through shared investigation,
discussion of idea, and group responses is
recognized and valued in a workplace.
p Many teachers understand the importance of
communication and find ways to promote
communication about mathematics in the
classroom.
p Development of communication skills is a
challenge for every teacher.
p reschool and first-grade teachers begin
communication skills and positive attitudes
through discussion and writing.
p However, older students unaccustomed to a
classroom where communication is the norm
must move gradually toward new expectations
and procedures.
p [pen-ended questioning is an important way
for teachers to encourage meaningful
communication.
p Rather than asking questions answered by one
or a few words, ask questions that require
thinking skill and multiple answers.
p xamples of questioning:
p Closed question: What is the sum of 2 and 3?

p [pen question : How many different ways can

you group five chips?
p Closed question : What is the area of a
rectangle that is 6 inches wide and 8 inches
long?
p [pened question : What areas can be found for
a rectangle that has a perimeter of 48 inches?
What is the largest area and the smallest area?
p Students in small groups assigned to answer
open-ended questions have many opportunities
to share their thinking.
p For open communication to be fruitful, an
understanding must exist between teacher and
students about group behavior.
p While working in group, try listen to and make
sense of partners· reasoning, and reach
consensus with partners on the answer(s) to
the problem.
p ëhe reasoning and communication help every
student achieve a higher level of understanding
about common fraction during the discussion.
p Children can make up stories about
mathematical sentences. Young children can
make up stories for a sentences.
g: 2 + 6 = 8
(I had two apples, the I picked six more. Now I
have eight apples)
p ëeachers learn about student understanding of
concepts and procedures when they read and
analyze students.
p ëeacher should lets students to do reflection to
know their feeling about mathematics.
p Finishing statement like the following can lead
to many through-provoking comments, such as:
u What I like most about mathematics is«

u My worst fear about mathematics comes when

«
p Some teachers ask students to comment after
each lesson.
u ëoday I learned«
u ëoday I was confused about«

ëhis feedback helps teachers reflect on the

effectiveness of their teaching and plan for the
next lesson.