ERIC Number: EJ732359
Record Type: Journal
Publication Date: 2005-Jun
Mathematical Communication in the Classroom: A Teacher Makes a Difference
Cooke, Bessie Davis; Buchholz, Dilek
Early Childhood Education Journal, v32 n6 p365-369 Jun 2005
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).
Descriptors: Preschool Teachers, Mathematics Teachers, Kindergarten, Young Children, Mathematics Instruction, Classroom Communication, African American Students, Teacher Role, Teaching Styles, Teaching Methods, Classroom Observation Techniques, Low Income Groups, Language Usage
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten
Authoring Institution: N/A