Effective Use of Math Word Wall How are GSSD Teachers using Math word walls?

Please find the attached word wall rubric for

your own personal reflection and growth.

Visit my blog for more ideas in mathematical

communication:

http://blogs.gssd.ca/smuir/?p=4037

http://blogs.gssd.ca/smuir/?tag=word-walls

NCTM Process Standards and Expectations

The following are principles in the process

of communication and learning math:

Instructional programs from prekindergarten

through grade 12 should enable

all students to

Organize and consolidate their

mathematical thinking through

communication

Communicate their mathematical

thinking coherently and clearly to peers,

teachers, and others

Analyze and evaluate the mathematical

thinking and strategies of others;

Use the language of mathematics to

express mathematical ideas precisely.

(NCTM, 2000) Saskatchewan Learning

Mathematics states that “Students need

opportunities to view, read about, represent,

write about, listen to, and discuss

mathematical ideas” (Mathematics 2, 2008).

Communication can involve a variety of

modes such as speaking, listening, writing,

reading and representing visually.

Representation is a form of communication.

According to Adding it Up: Helping

Children Learn Mathematics (NCTM,

2001), “Communication about numbers,

therefore, requires some form of external

representation, such as a graph or a system

of notation. The usefulness of numerical

ideas is enhanced when students encounter

and use multiple representations for the same

concept”. Students need to learn the

appropriate use of formal math language

and mathematical symbolic notation.

Opportunities to experience communica-

tion in a variety of settings can include but

not limited to: pairs, small group and

whole class.

“Communication in math involves written and symbolic notation as well as discussing and describing

„mathematical thinking‟ and interpreting and evaluating what other students say” (Glanfield, 2007, p. 26).