Importance of Mathematical Communication and Discourse in Secondary Classrooms

Roland Pourdavood; Patrick Wachira

Importance of Mathematical Communication and Discourse in Secondary Classrooms

Roland G. Pourdavood §

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Patrick Wachira

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§ Cleveland State University

Importance of Mathematical Communication and Discourse in Secondary Classrooms

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Abstract

Through mathematical communication and discourse, teachers can foster student engagement and participation while focusing on the deep conceptual understanding called for in the Common Core mathematics standards. This qualitative study focuses on the importance of students’ mathematical communication (i.e. verbal and written) and discourse as they engage in problem solving, reasoning and proofs. Furthermore, the study demonstrates the development of mathematics language in order for students to better grasp the underlying mathematical concepts. The study finds that the discursive teaching strategies used by the classroom teacher can transform mathematics discourse from informal to formal. The study concludes discursive teaching strategies are viable option for secondary mathematics classrooms to effectively implement the recommendations of the Common Core State Standards for Mathematics (CCSSM).

References

2 Cites in Article

Reference Format

1. P. Adler,P. Adler (1994). Observational techniques. Handbook of Qualitative Research
2. P. Cobb (1994). Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development. Educational Researcher, 23, 13-20.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

How to Cite This Article

Roland G. Pourdavood, Patrick Wachira. 2016. "Importance of Mathematical Communication and Discourse in Secondary Classrooms". Global Journal of Science Frontier Research - F: Mathematics & Decision GJSFR-F Volume 15 (GJSFR Volume 15 Issue 45 (F10)).

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GJSFR Volume 15 Issue 45 (F10)

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Journal Specifications

Crossref Journal DOI 10.17406/GJSFR

Print ISSN 0975-5896

e-ISSN 2249-4626

Keywords

common core state standards inquiry-based learning mathematical communication mathematics discourse

Classification

GJSFR-F Classification MSC 2010: 00A05

Submission ReceivedDecember 2, 2015
Peer Review Double Blind
Handling Editor
Accepted December 22, 2015
Published November 4, 2015

Version of record

v1.2

Issue date

November 4, 2015

Language

English

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Article Matrices

Total Score: 132

Country: United States

Subject: Global Journal of Science Frontier Research - F: Mathematics & Decision

Authors: Roland G Pourdavood, Patrick Wachira (PhD/Dr. count: 0)

View Count (all-time): 486

Total Views (Real + Logic): 1749

Total Downloads (simulated): 141

Publish Date: 2015 10, Wed

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Total Views: 1.7K

Total Downloads: 141

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