Communication and Consolidation

Day 6, July 14, 2015

Communication in Mathematics

Consolidation in Student Learning

Communication, according to the “Growing Success” document, is the conveying of meaning through various forms.  Through the teacher’s intervention, students are expected to express and organize their ideas and mathematical thinking using oral, visual and written forms.  They should be able to communicate for different audiences and purposes while using proper math conventions, vocabulary and terminology.

As the lead learner, I have to model communication skills specifically in preparing my class (Dr. Cathy Krpan). This is accomplished by actively and sincerely listening to my students, clearly articulating and sharing my thinking; posing effective and provoking questions during presentations; including everyone in the process; disagreeing in a positive manner; and providing talk prompts that will facilitate our discussions.

From the article discussions, I have learned that effective questions rouse student thinking and deepening conceptual understanding (Capacity Building Series).  To inculcate conceptual understanding among students,   I find the 8 tips for asking effective questions most useful and relevant: anticipate the different ways they will approach the problem; questions should be aligned to the curriculum expectations; pose open questions, those questions actually that requires an answer and those that is inclusive; incorporate verbs that elicit higher levels of Bloom’s taxonomy; and provide ample time for student to process their thinking. Further, if I have to stimulate mathematical thinking on my student, I need to guide them on how they should share and present their work, on how they verbalize their reflection and how to make connections to other ideas.

Just some comments on consolidation, since I can hardly see its connection to communication:  it is the last section of the 3-part lesson.  It is in this part, where students re-organize their thinking and continue reflecting.  This is where I see the utility of mathematical instructional strategies like Basho, math congress and gallery walk.  My role during consolidation, is to ask effective question to help student summarize their mathematical ideas embedded in the class solution.  In the end, they get engaged in metacognition and connect their own generalization to the mathematical learning goals.