Process Standard: Communication

1
Process StandardCommunication

• Instructional programs from prekindergarten
  through grade 12 should enable all students to
• organize and consolidate their mathematical
  thinking though 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.

2
Q How much talk did you do in your high school
mathematics classroom?Q If you did talk, what
kind of communication was it?
3
Characteristics of Effective Communication
Environments

• Students are more likely to take risks in
  proposing their conjectures, strategies, and
  solutions in an environment in which the teacher
  respects students ideas, whether conventional or
  nonstandard, whether valid or invalid.
• The purpose of valuing students ideas and ways
  of thinking is not just to make students feel
  good but to foster the development of their
  understanding of, and power with, mathematics.
• Too often, students have developed the idea that
  if they cannot answer a mathematical question
  almost immediately, then they might as well give
  up.
• Students learning of mathematics is enhanced in
  a learning environment that is built as a
  community of people collaborating and
  communicating to make sense of mathematical
  ideas.

4
Characteristics of Effective Communication
Environments

• The notion of communication emphasized in the
  textbook cannot be fully realized in a
  lecture-oriented lesson or when students
  responses are limited to short answers to
  lower-order questions.
• Communication can be used in many ways as a
  vehicle for assessment and learning.

5
Activities

• Pandoras Box
• Multiples
• Slippery Cylinders

6
Assignment

• To do by next class meeting
• Questions 10, 15 (pgs. 45-48 in TLHSM)
• To be working on
• Planning Mathematics Lesson