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ERIC Number: EJ775317
Record Type: Journal
Publication Date: 2003-Dec
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0025-5785
Using Dialogue
New, Rachel
Mathematics Teaching, n185 p3-5 Dec 2003
In preparing to teach speed to a Y10 intermediate class in a multicultural secondary modern, the author was aware of the difficulty in getting students not only to follow a complex logical argument, but also to be able to reproduce it in a variety of different problem situations. Normally one would set out the working out of the problem as a sequence of calculations, with some verbal but fairly formal explanation in a whole class discussion. Some questions and answers would be featured, and students would generally be able to follow the logic of each step. She was aware, however, that students find it difficult to retain what they have understood, and was reluctant to use the speed triangle that conveys no understanding of the underlying concepts. She wanted instead to use common sense and the students' intuitive ideas about proportion. She was especially aware of the multiple intelligences in the class, with auditory skills seeming low on the list, and of their increasingly well developed sociability and sense of humour. In this article, she describes how she used dialogue in her class to convey the way one step logically followed another.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A