MATH

COMMUNICATIONS

Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D

2014

Warm-up Directions: 1. Work with the peers at your table2. Use graphics, diagrams, words, pictures, etc., to show

your ideas on this topic.3. Topic: Communication and Math Time Limit: 5 minutes

Communication and Math

Oral Language

Explain

Writing

NumberSentence

Math Journals

Explain

Explain

Demonstrate

Solution

Strategies Steps

Process

MistakesSteps

Labels

Answer with a sentence

Collaboration

Vocabulary

Relationships

Thinking

Draw a Picture

Solution

Predict

Invent

Retell

Demonstrate

Reflect

Feelings

Attitude

Communication and Math

Strategies

Response to Literature

Response to

Literature

Response to Literature

Reading Listening Develop written and oral skills

Develop written and oral skills

Handwriting

Vocabulary

Goals

I want my students to be able to: Communicate with their peers and their teachers. Communicate the steps/strategies used to solve a

problem. Communicate their mistakes and how they can correct

mistakes. Answer questions about how they reached the answer. Communicate a good understanding of the topic. Analyze the problem, find an appropriate method for

solving, and then communicate the steps with the teacher or their peers.

I do not want my students to: See a math problem and write an answer.

Why Oral Communication in Math is Important

As the thinking of the students is exposed, teachers not only begin

to understand the thought processes, strengths, and

limitations of a particular student, they also begin to shape future

instruction.

Types of Oral Communication

Uni-Directional Communication (weakest) Teacher tends to dominate discussions by lecturing, asking

closed questions, and allowing few opportunities for students to communicate their strategies, ideas, and thinking.

Contributive Communication Interactions between students and between students and

teacher in which conversations are limited to assistance and sharing

Reflective Communication Students share ideas, strategies, and solutions with peers and

teacher as springboard for deeper investigations and explorations

Instructive Communication This type of communication can result in a modification in the

students’ mathematical understanding

Opportunities for Communication

Be aware of the

opportunities for helping students to

communicate about math.

Solving real world problems Solving word problems Vocabulary development Literature Connection Gathering, representing, and interpreting

data. Working with partners Small group with adult facilitator Small group without adult facilitator Teacher modeling thought process Students sharing thought process in whole

group, small group, partners.

Five Ways to Get Students Talking

Revoicing “I hear you saying this is an odd number.” Deep thinking and powerful reasoning do not always correlate with clear

verbal expression. Restate what the child is saying using mathematical verbiage

Students restating other students thinking “Can you repeat what he just said in your own words” Gives other students another rendition of the first students thinking Valuable for students whose first language is not English. Students come to realize that others are listening to what they say and make

efforts to communicate effectively.

Apply their reasoning to someone else’s reasoning. “Do you agree or disagree and why?” and “Can you tell us why you agree

(disagree)? Teacher does not state her position, but rather uses talk to elicit respectful

discussion of ideas. Teacher conveys correct understanding only when students are not able to

convey

Five Ways to Get Students Talking

Prompting students to further participation “Would someone like to add on?” Begin with revoicing and move to prompting others to

contribute to the discussion Using Wait time

“Take your time … we’ll wait” Wait 10 seconds after asking a question to call on

someone. Allow student who has been called on to formulate

his/her answer. Second language learners will need more than the

typical 10 seconds to answer. When only the same children are raising their hands

to volunteer an answer wait time should be increased.

Written Communication

Why Written CommunicationMath is Important

When writing, thoughts become clearer discover exactly what you are thinking.

Students explain and give examples of their understanding of concepts

Students make connections to real-life applications of the math they are learning

Multiple skills used – writing, drawings, graphs to explain their thinking.

Requires students to organize, clarify, reflect on, explore, and extend their ideas

Examples of Math Writing Assignments

Exploring number concepts through Number of the day.

Journal-chronological record of what is being covered in math

Aid to solving math problems by writing what they were thinking as they arrived at a solution

Write about specific math concepts before formal, during, and/or after lessons

Creative Writing

Suggestions: How to Add Writing as a Component of Math Instruction

Teach how to write about what you think. Modeling

Encourage students and give prompts that they can choose from. Positive reinforcement Daily topics Free Choice - Idea file

Have students write solution strategies to share with the class. Check attitudes Reflection

Math Journals

Two basic types Writing about Mathematical Ideas Mathematical Understanding

Blended Model

Benefits Experience in making connections in words, pictures,

numbers, and manipulatives. Verbal knowledge, mathematical knowledge, personal

experience, and visual ideas merge as connections to mathematical ideas are made.

Encourages both oral and written communication

Write About Mathematical Ideas

Explain in your own words what subtraction means. (familiar first)

Explain what is most important to understand about fractions

What do you know about angles? What does measurement mean to

you?

Explaining

How do you

know?

Whether students are talking or writing about their

mathematical learning, the most valuable

question that a teacher can ask is

“How do you know?”

Use Writing in Math

“Students who have opportunities, encouragement, and support for… writing in math reap dual benefits: They communicate to learn mathematics and they learn to communicate mathematically.”

NCTM Principles and Standards 2000

Informs teacher

Increases math

vocabulary

Offersextended learning

opportunities

Allows timeto process

Helps students

think

Writing in

Math

Recommended Website Math Literature

http://www.thereadingnook.com/math/