MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D...
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Transcript of MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D...
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/