Let's Talk: Promoting Mathematical Discourse in the Classroom

2007 ◽  
Vol 101 (4) ◽  
pp. 285-289 ◽  
Author(s):  
Catherine A. Stein
Keyword(s):  
Mathematical Discourse ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Student Discourse ◽  
Principles And Standards

As part of reform-based mathematics, much discussion and research has focused on the idea that mathematics should be taught in a way that mirrors the nature of the discipline (Lampert 1990)—that is, have students use mathematical discourse to make conjectures, talk, question, and agree or disagree about problems in order to discover important mathematical concepts. In fact, communication, of which student discourse is a part, is so important that it is one of the Standards set forth in Principles and Standards for School Mathematics (NCTM 2000).

Ratio Analysis: Where Investments Meet Mathematics

2002 ◽  
Vol 95 (1) ◽  
pp. 60-68
Author(s):  
Susan D. Barton ◽  
Denise Woodbury
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Intrinsic Value ◽  
School Mathematics ◽  
Ratio Analysis ◽  
Valid Argument ◽  
High School Mathematics ◽  
Mathematical Concepts ◽  
The World ◽  
Principles And Standards

A valid argument can be made that concepts in mathematics should be studied for their own intrinsic value. Yet almost every high school mathematics teacher has heard the plaintive wail, “When will I ever use this?” Many students need to ground their understanding of mathematical concepts in a realworld setting. NCTM's Principles and Standards for School Mathematics also confirms that developing connections among mathematics, other subjects, and the world outside the classroom is important in giving the students “greater mathematical power” (2000, p. 354).

Early Childhood Corner: Engage Families in Meaningful Mathematics

2009 ◽  
Vol 16 (1) ◽  
pp. 12-15
Author(s):  
Megan Burton ◽  
Angela C. Baum
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Principles And Standards ◽  
Conceptual Foundations

Young children enter school with natural curiosity and understanding of many mathematical concepts (Clements 2001). Principles and Standards for School Mathematics (NCTM 2000) highlights the necessity for caregivers to support and encourage this natural mathematical curiosity. Together, teachers and families can build on children's conceptual foundations and nurture positive emotional growth in mathematics (Kavkler et al. 2000).

scholarly journals How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Genevieve Boulet
Keyword(s):  
Mathematics Education ◽  
Current Literature ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Mathematical Concepts ◽  
Teachers And Students ◽  
Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

What influence will the new Principles and Standards for School Mathematics (2000) have?

2000 ◽  
Vol 31 (4) ◽  
pp. 394-395
Author(s):  
Judith T. Sowder
Keyword(s):  
Annual Meeting ◽  
Research Community ◽  
School Mathematics ◽  
The Public ◽  
Principles And Standards

The new NCTM Principles and Standards for School Mathematics (2000) were presented to the public with great fanfare at the NCTM Annual Meeting in Chicago in April of this year. The mood was celebratory, perhaps even more so than when the 1989 Standards were presented. How will these new Principles and Standards be accepted? What influence will they have? Are there messages here to which the research community ought to be attending?

scholarly journals Understanding student understanding in mathematics

Pythagoras ◽  
2004 ◽  
Vol 0 (60) ◽  
Author(s):  
Willy Mwakapenda
Keyword(s):  
Student Understanding ◽  
School Mathematics ◽  
Educational Goals ◽  
Mathematical Concepts ◽  
Simple Question

Understanding is one of the most important traits associated with the attainment of educational goals. However, Nickerson (1985) observes that although the concept of understanding is a fundamental one for education, “what it means to understand is a disarmingly simple question to ask but one that is likely to be anything but simple to answer” (p. 215). A significant concern in school mathematics is learner understanding of mathematical concepts.

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

Connecting Research to Teaching: Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom

2006 ◽  
Vol 100 (2) ◽  
pp. 105-109
Author(s):  
G. T. Springer ◽  
Thomas Dick
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Classroom ◽  
Mathematics Education Research ◽  
Mathematical Discourse ◽  
Classroom Discussion ◽  
Special Role ◽  
Mathematics Classrooms ◽  
Principles And Standards ◽  
The Right

The mathematics classroom envisioned by the NCTM Principles and Standards (2000) is one in which teachers deliver fewer monologues and engage in more dialogues with students. The teacher is not an ordinary participant in mathematics classroom discussion but plays a special role in facilitating and steering discourse. Calls for encouraging discourse in mathematics classrooms are pervasive, and the analysis of discourse has become a prominent theme in current mathematics education research. Nevertheless, while many teachers may feel the goal is a worthy one, some may also feel at a loss as to the specific strategies or techniques that may be used to encourage and facilitate meaningful mathematical discourse among their students.

Effective and Efficient Use of Math Writing Tasks

2018 ◽  
Vol 112 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Matt M. Bixby
Keyword(s):  
School Mathematics ◽  
Clear Picture ◽  
Student Writing ◽  
National Council ◽  
Writing In Mathematics ◽  
Mathematics Class ◽  
Principles And Standards ◽  
The Many

Almost twenty years ago, the National Council of Teachers of Mathematics (NCTM) published Principles and Standards for School Mathematics (2000), which recommended that teachers should incorporate more writing into their math lessons, claiming that writing helps students “consolidate their thinking” (p. 402) by causing them to reflect on their work. In recent years, various studies point to the many benefits that can be gained by writing in mathematics class (e.g., O'Connell et al. 2005; Goldsby and Cozza 2002). Much research suggests that writing activities, if implemented effectively, can help students enjoy class more (Burns 2005) and can also help them deepen their understanding of the content (Baxter et al. 2002). In addition to benefiting students, student writing benefits teachers as well by providing a clear picture of what their students understand and even deepening understanding of the content for teachers themselves (Burns 2005; Pugalee 1997).

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