Communication is at the Heart of Mathematical Literacy
Mathematical literacy has become a serious problem in the United States. Computation, drill and practice have often been the means to a less than stellar mathematical end. Mathematician Keith Devlin says, “The problem many people have with school arithmetic is that they never get to the meaning stage; it remains forever an abstract game of formal symbols.” Sadly, many students focus on simply performing calculations with little conceptual understanding and this inhibits the learning of more complex concepts as they move through the mathematical journey. Standards and curriculum are ever-changing, requirements are more demanding, and multiple assessments are put into place for accountability. The bottom line still remains – how do we build mathematical literacy skills in our classrooms?
The author of Guided Math, Laney Sammons, provides teachers with an effective framework to build students’ mathematical understanding. As teachers establish rich classroom climates filled with numeracy, students extend math experiences, make meaningful connections, and develop real-world know-how. Laney tells us, “Communication is at the heart of mathematics – to clarify thinking, to express ideas, to share with others, to justify processes, and to explore relationships.” Purposeful talk is an integral part of the process that helps our students to construct mathematical meaning.
The authors of Making Sense state that “Ideas are the currency of the classroom.” In a numeracy rich classroom, the ideas of all students are respected and valued because they contribute to the learning process. The teacher is no longer the only deliverer of knowledge because students actively participate and engage in the learning process as they share strategies, make connections, and reflect on the mathematical discoveries being made. Meaningful conversations don’t just happen – effective teachers model how to communicate math ideas and how to listen to the ideas of others. They think aloud – sharing the processes that they use – and open the door for others to share their strategies by promoting active dialogue in a risk free environment.
Mathematicians know the importance of mathematical communication, but it has rarely been integrated into classroom math instruction. The National Council of Teachers of Mathematics says that students from Pre-K to 12th grade should be able to:
- Organize and consolidate their mathematical thinking through communication.
- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
- Use the language of mathematics to express mathematical ideas precisely.
Please follow ERG over the coming weeks as we focus on building mathematical comprehension. Click here to learn more.