Teaching Students to Communicate Mathematically

2018-04-04
Teaching Students to Communicate Mathematically

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  • Author: Laney Sammons
  • Publisher: ASCD
  • ISBN: 1416625607
  • Category : Education
  • Languages : en
  • Pages : 222

Students learning math are expected to do more than just solve problems; they must also be able to demonstrate their thinking and share their ideas, both orally and in writing. As many classroom teachers have discovered, these can be challenging tasks for students. The good news is, mathematical communication can be taught and mastered. In Teaching Students to Communicate Mathematically, Laney Sammons provides practical assistance for K–8 classroom teachers. Drawing on her vast knowledge and experience as a classroom teacher, she covers the basics of effective mathematical communication and offers specific strategies for teaching students how to speak and write about math. Sammons also presents useful suggestions for helping students incorporate correct vocabulary and appropriate representations when presenting their mathematical ideas. This must-have resource will help you help your students improve their understanding of and their skill and confidence in mathematical communication.

Teaching Students to Communicate Mathematically

2018
Teaching Students to Communicate Mathematically

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  • Author: Laney Sammons
  • Publisher: ASCD
  • ISBN: 1416625593
  • Category : Education
  • Languages : en
  • Pages : 222

This book covers the basics of effective mathematical communication and offers specific strategies for teaching students how to speak and write about math.

Language and Communication in Mathematics Education

2018-03-27
Language and Communication in Mathematics Education

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  • Author: Judit N. Moschkovich
  • Publisher: Springer
  • ISBN: 3319750550
  • Category : Education
  • Languages : en
  • Pages : 279

This book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics – an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics. Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book. Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.

Communication in Mathematics, K-12 and Beyond

1996
Communication in Mathematics, K-12 and Beyond

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  • Author: Portia C. Elliott
  • Publisher: National Council of Teachers of English
  • ISBN:
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 264

This book contains ideas for teachers facing the challenges of turning their classrooms and schools into "discourse communities." The yearbook is divided into four sections. Part 1 (chapters 1-3) sets the stage by considering the challenges inherent in shifting directions of discourse. Part 2 (chapters 4-21) focuses on establishing discourse communities within the classroom. Part 3 (chapters 22-25) moves the discourse discussion outside the K-12 arena. Finally, Part 4 (chapters 26-28) focuses on the role of language in mathematics discourse. Chapters include: (1) "Communication--An Imperative for Change: A Conversation with Mary Lindquist" (M. M. Lindquist & P. C. Elliott); (2) "Diverse Communications" (D. Pimm); (3) "Building Discourse Communities in Mathematics Classrooms: A Worthwhile but Challenging Journey" (E. A. Silver & M. S. Smith); (4) "Meaningful Communication among Children: Data Collection" (S. Folkson); (5) "The Link Sheet: A Communication Aid for Clarifying and Developing Mathematical Ideas and Processes" (M. Shield & K. Swinson); (6) "Using Multiple Representations to Communicate: An Algebra Challenge" (L. P. McCoy, T. H. Baker, & L. S. Little); (7) "Algebraic Thinking, Language, and Word Problems" (W. W. Esty & Anne R. Teppo); (8) "Communicating the Mathematics in Children's Trade Books Using Mathematical Annotations" (P. A. Halpern); (9) "Fostering Metaphorical Thinking through Children's Literature" (D. J. Whitin & P. E. Whitin); (10) "Using Reading to Construct Mathematical Meaning" (M. Siegel, R. Borasi, J. M. Fonzi, L. G. Sanridge, & C. Smith); (11) "Communicating Mathematics through Literature" (R. Narode); (12) "Talk Your Way into Writing" (D. Huinker & C. Laughlin); (13) "Try a Little of the Write Stuff" (P. A. House); (14) "Developing and Assessing Mathematical Understanding in Calculus through Writing" (J. O. Masingila & E. Prus-Wisniowska); (15) "Is Anybody Listening?" (S. E. B. Pirie); (16) "Developing Problem-Solving Behaviors by Assessing Communication in Cooperative Learning Groups" (A. F. Artzt); (17) "Using Technology to Enhance Communication in Mathematics" (A. E. Barron & M. C. Hynes); (18) "The Role of Open-Ended Tasks and Holistic Scoring Rubrics: Assessing Students' Mathematical Reasoning and Communication" (J. Cai, S. Lane, & M. S. Jakabcsin); (19) "Mathematical Communication in Students' Responses to a Performance-Assessment Task" (D. Peressini & J. Bassett); (20) "Communication Processes in Mathematical Explorations and Investigations" (C. Greenes & L. Schulman); (21) "Embedding Communication throughout the Curriculum" (H. L. Schoen, D. L. Bean, & S. W. Ziebarth); (22) "Children, Teach Your Parents Well: Communication in Mathematics between Home and School" (A. Hart, M. Smyth, K. Vetter, & E. Hart); (23) "Communicating about Alternative Assessment Beyond the Mathematics Classroom" (P. A. Kenney, C. G. Schloemer, & R. W. Cain); (24) "Mathematics Pen-Pal Letter Writing" (E. Phillips); (25) "Developing Preservice Teachers' Strategies for Communicating in and about Mathematics" (F. R. Curcio, S. L. Schwartz, & C. A. Brown); (26) "Strategies to Support the Learning of the Language of Mathematics" (R. N. Rubenstein); (27) "Communication in Mathematics for Students with Limited English Proficiency" (R. A. Olivares); and (28) "Mathematics as a Language" (Z. Usiskin). (MKR)

Mathematical Thinking and Communication

2016
Mathematical Thinking and Communication

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  • Author: Mark Driscoll
  • Publisher: Heinemann Educational Books
  • ISBN: 9780325074771
  • Category : Education
  • Languages : en
  • Pages : 0

Language is deeply involved in learning mathematics as students both communicate and think about mathematical ideas. Because of this, teachers of English learners have particular challenges to overcome. Mathematical Thinking and Communication addresses perhaps the most significant challenge: providing access to mathematics for these students. For all students-and English learners in particular-access means finding effective, authentic ways to make language clear and thinking visible so they can reason more, speak more, and write more in mathematics. Based on extensive research and collaboration with teachers, coaches, and schools, Mark Driscoll, Johannah Nikula, and Jill Neumayer DePiper outline four principles for designing instruction that creates this kind of access: challenging tasks, multimodal representations, development of mathematical communication, and repeated structured practice. Starting from the perspective that English learners are capable of mathematical thinking (even as they are learning to express their ideas verbally), the authors highlight techniques for using gestures, drawings, models, manipulatives, and technology as tools for reasoning and communication. By embedding these visual representations into instruction-and encouraging their regular use-teachers support engagement in problem solving, facilitate mathematical dialogue, and notice evidence of students' thinking that propels them to create more engaging and equitable instruction. Enhanced by an extensive online collection of companion professional development resources, this book highlights classroom-ready strategies and routines for fostering mathematics success in all students and helping them recognize their potential.

Show and Tell

2002
Show and Tell

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  • Author: Linda Schulman Dacey
  • Publisher: Math Solutions
  • ISBN: 0941355500
  • Category : Education
  • Languages : en
  • Pages : 242

Talking about numbers - Connecting numbers, stories and facts - Numbers and operations - Collecting, representing and interpreting data - Investigating geometry with pictures and words - Sights and sounds of measurement - Seeing patterns and sharing algebraic ideas - Seeing and hearingng_____________

5 Principles of the Modern Mathematics Classroom

2015-10-09
5 Principles of the Modern Mathematics Classroom

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  • Author: Gerald Aungst
  • Publisher: Corwin Press
  • ISBN: 1506322999
  • Category : Education
  • Languages : en
  • Pages : 141

Students pursue problems they’re curious about, not problems they’re told to solve. Creating a math classroom filled with confident problem solvers starts by introducing challenges discovered in the real world, not by presenting a sequence of prescribed problems, says Gerald Aungst. In this groundbreaking book, he offers a thoughtful approach for instilling a culture of learning in your classroom through five powerful, yet straightforward principles: Conjecture, Collaboration, Communication, Chaos, and Celebration. Aungst shows you how to Embrace collaboration and purposeful chaos to help students engage in productive struggle, using non-routine and unsolved problems Put each chapter’s principles into practice through a variety of strategies, activities, and by incorporating technology tools Introduce substantive, lasting cultural changes in your classroom through a manageable, gradual shift in processes and behaviors Five Principles of the Modern Mathematics Classroom offers new ideas for inspiring math students by building a more engaging and collaborative learning environment. "Bravo! This book brings a conceptual framework for K-12 mathematics to life. As a parent and as the executive director of Edutopia, I commend Aungst for sharing his 5 principles. This is a perfect blend of inspiring and practical. Highly recommended!" Cindy Johanson, Executive Director, Edutopia George Lucas Educational Foundation "Aungst ignites the magic of mathematics by reminding us what makes mathematicians so passionate about their subject matter. Grounded in research, his work takes us on a journey into classrooms so that we may take away tips to put into practice today." Erin Klein, Teacher, Speaker, and Author of Redesigning Learning Spaces

Helping Children Learn Mathematics

2002-07-31
Helping Children Learn Mathematics

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  • Author: National Research Council
  • Publisher: National Academies Press
  • ISBN: 0309131987
  • Category : Education
  • Languages : en
  • Pages : 52

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we’re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

Making Sense of Mathematics for Teaching Grades K-2

2016-04-11
Making Sense of Mathematics for Teaching Grades K-2

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  • Author: Juli K. Dixon
  • Publisher: Solution Tree Press
  • ISBN: 1942496400
  • Category : Education
  • Languages : en
  • Pages : 218

Develop a deep understanding of mathematics. This user-friendly resource presents grades K–2 teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Explore strategies and techniques to effectively learn and teach significant mathematics concepts and provide all students with the precise, accurate information they need to achieve academic success. Clarify math essentials with figures and tables that facilitate understanding through visualization. Benefits Dig deep into mathematical modeling and reasoning to improve as both a learner and teacher of mathematics. Explore how to develop, select, and modify mathematics tasks in order to balance cognitive demand and engage students. Discover the three important norms to uphold in all mathematics classrooms. Learn to apply the tasks, questioning, and evidence (TQE) process to ensure mathematics instruction is focused, coherent, and rigorous. Use charts and diagrams for classifying shapes, which can engage students in important mathematical practices. Access short videos that show what classrooms that are developing mathematical understanding should look like. Contents Introduction 1 Number Concepts and Place Value 2 Word Problem Structures 3 Addition and Subtraction Using Counting Strategies 4 Addition and Subtraction Using Grouping Strategies 5 Geometry 6 Measurement Epilogue Next Steps Appendix A Completed Classification of Triangles Chart Appendix B Completed Diagram for Classifying Quadrilaterals

Language and Communication in the Mathematics Classroom

1998
Language and Communication in the Mathematics Classroom

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  • Author: Heinz Steinbring
  • Publisher:
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 364

The way in which teachers communicate with their students partly determines what they communicate. This book addresses the communication issue by building on a series of papers whose first versions were presented in 1992 at the Sixth International Congress of Mathematics Education in Quebec. Papers include: (1) "Crossing the Gulf between Thought and Symbol: Language as (Slippery) Stepping-Stones" (Susan E.B. Pirie); (2) "Three Epistemologies, Three Views of Classroom Communication: Constructivism, Sociocultural Approaches, Interactionism" (Anna Sierpinska); (3) "Verbal Interaction in the Mathematics Classroom: A Vygotskian Analysis" (Maria G. Bartolini Bussi); (4) "Discourse and Beyond: On the Ethnography of Classroom Discourse" (Falk Seeger); (5) "From 'Stoffdidaktik' to Social Interactionism: An Evolution of Approaches to the Study of Language and Communication in German Mathematics Education Research" (Heinz Steinbring); (6) "Examining the Linguistic Mediation of Pedagogic Interactions in Mathematics" (Clive Kanes); (7) "Pupil Language-Teacher Language: Two Case Studies and the Consequences for Teacher Training" (Albrecht Abele); (8) "Teacher-Student Communication in Traditional and Constructivist Approaches to Teaching" (Maria Luiza Cestari); (9) "Alternative Patterns of Communication in Mathematics Classes: Funneling or Focusing?" (Terry Wood); (10) "Students Communicating in Small Groups: Making Sense of Data in Graphical Form" (Frances R. Curcio and Alice F. Artzt); (11) "Communication and Learning in Small-Group Discussions" (Kaye Stacey and Anne Gooding); (12) "Mathematical Communication through Small-Group Discussions" (Marta Civil); (13) "Formats of Argumentation in the Mathematics Classroom" (Gotz Krummheuer); (14) "Teaching without Instruction: The Neo-Socratic Method" (Rainer Loska); (15) "The Role of Natural Language in Prealgebraic and Algebraic Thinking" (Ferdinando Arzarello); (16) "How Students Interpret Equations: Intuition versus Taught Procedures" (Mollie MacGregor); (17) "Epistemological and Metacognitive Factors Involved in the Learning of Mathematics: The Case of Graphic Representations of Functions" (Maria Kaldrimidou and Andreas Ikonomou); (18) "Making Mathematics Accessible" (Megan Clark); (19) "Itineraries through Logic To Enhance Linguistic and Argumentative Skills" (Giancarlo Navarra); and (20)"Communication in a Secondary Mathematics Classroom: Some Images" (Judith Fonzi and Constance Smith). (ASK)