Communication and Language

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29 Νοε 2013 (πριν από 3 χρόνια και 4 μήνες)

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A Research Companion to
Principles and Standards for
School Mathematics


Chapter 16


Communication and
Language

tension between

Acquisition

and
Participation


metaphors for learning


How do we distinguish between
the two?



Mathematics is something
students are to
ACQUIRE



The activities of instruction are
treatment and outcomes are
increased student knowledge
of mathematics

[including learning mathematical
communication]

Mathematics is something that
students
PARTICIPATE
in

[to inherit


mathematical
practices developed over time.
]






Communication is one aspect
of this participation view


and
is not separate from
instruction


Types of communication are
constrained or developed and tied to
mathematical understandings


Acquiring Knowledge of
Mathematical Communication

page 238




Instruction in Communication



Small groups/Peers



Teacher and Individual



Teacher and Whole Class


Review research by Webb about
correlations between the level of
communication and achievement
Partic
ipating in Mathematical
Communication to Learn

page 238

240




Talking about Mathematics



Talking about Talking about
Mathematics



Apprenticeship



Mathematics Register

What is Taught and Learned in
Mathematical Communication?

page 240

244


Mathematizing

Reflective Discourse

Concrete to Iconic to Abstract
How is Mathematics Taught and
Learned in Classroom
Communication?

page 244


245


What has happened in your
classroom(s) this week?

Does it connect to the studies
discussed?



Can you continue the
pattern?


2, 3, 5, 5, 8, 7, 11,


,


,


, 17, …


What do you see?

Can you share your thinking
with a partner?

Teaching Mathematical
Communication to All Students

page 245


246




What is
silencing
?
m
arginalizing
?



What do we need to be
concerned
about?






MATH 381







PROBLEM OF THE WEEK #



Grading Rubric


Name









I.

The
answer(s)

to this week’s problem is/are:

INCORRECT SOLUTION


PARTIAL SOLUTION


CORRECT SOLUTION(S)


(1 points)




(2 point)




(3 points)


II.

My
work

to support my answers is attached or shown here:

NO WORK SHOWN

INCOMPLETE WORK



ALL WORK


(0 points) SOLUTION NOT SUPPORTED


SUPPORTS SOLUTION



(1 point)





(2 points)



III. My explanation
, which clearly states the problem
-
solving s
trategy (or strategies)
used, explains my thinking and problem solving process to support the work shown
:
[LOOK BACK!]


CLEARLY STATES STRATEGY USED?


YES





NO








(1 point)


(0 points)


Overall Quality

and
Completeness
of explanation:


BELOW




MEETS




EXCEEDS

EXPECTATIONS


EXPECTATIONS


EXPECTATIONS


(2 points)


(3 points)



(4 points)










TOTAL





(10)