Mathematical Communication in the Classroom: A Teacher Makes a Difference |
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| Authors: | Bessie?Davis?Cooke Email author" target="_blank">Dilek?BuchholzEmail author |
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| Institution: | (1) Department of Education, South Carolina State University , P.O. Box 7418, Orangeburg, SC 29117, USA;(2) Department of Child & Family Studies, Weber State University, 1301 University Circle, Ogden, UT 84408-1301, USA;(3) , |
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| Abstract: | The National Council of Teachers of Mathematics (NCTM) states that “Communication is an essential part of mathematics and mathematics education” (2000, p. 60). In fact, communication is one of the five process standards emphasized by NCTM. The communication standard highlights the importance of young children communicating their mathematical thinking coherently to peers and teachers. This standard also states that young children should use math language to express mathematical ideas (Baroody, 2000; Ginsburg, Inoue, & Seo, 1999; NCTM, 2000; Rubenstein & Thompson, 2002; Whitin & Whitin, 2003). Teachers must create a link between mathematics and language (Rubenstein & Thompson, 2002; Stigler & Hiebert, 2004). This article focuses on the informal strategies used by Melissa (a kindergarten teacher) that promoted the use of math language. The strategies were identified during a 3-month observational period in her classroom at Clinton Elementary (pseudonym). Clinton Elementary is located in a low-income neighborhood of a southern city that has a population of approximately 450,000. The neighborhood population is predominantly African-American (Davis, 1994). |
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| Keywords: | mathematical communication teacher role informal strategies Kindergarten math curriculum |
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