Resources and Tools for Elementary Math Specialists and Teachers
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Communication in the Mathematics Classroom

This 8-page monograph discusses the importance of developing student communication in mathematics, both oral and written, and the elements that make communication effective. It describes three approaches for organizing and facilitating students sharing their thinking about problem solving: Gallery Walk, Math Congress, and Bansho (Board Writing). The author provides tips for getting started with these strategies and a list of references.
Contributed by: The Literacy and Numeracy Secretariat of the Ontario Ministry of Education, Publisher
This resource is included in the following PD Collection(s):
CCSS Practice Standard 6Common Core’s Mathematical Practice 6, Attend to Precision, calls for students to be clear in their reasoning, calculation, and communication through the precise use of words, symbols, units of measure, mathematical expressions, and processes. Students recognize various levels of precision and apply them appropriately; they calculate accurately and efficiently. These resources are intended to help teachers and math specialists understand the intent and scope of MP 6 and plan for successful attainment in the classroom. A companion Classroom collection, Implementing CCSS Practice Standard 6, includes resources to help teachers foster this practice with their students.
Math TopicMathematical Practices, Mathematical Processes
Grade Level1, 2, 3, 4, 5
Resource TypeInstructional Strategy, Reference Materials, Article

  • Additional Information
    • AudienceEducator
    • LanguageEnglish (USA)
    • Education TopicTeaching strategies
    • Interdisciplinary Connection
    • Professional DevelopmentYes
    • ContributorThe Literacy and Numeracy Secretariat of the Ontario Ministry of Education, Publisher
    • Publication Date2010-09
    • RightsCopyright (c) Queen's Printer for Ontario
    • AccessFree access
  • Standards
    • Common Core State Standards for Mathematics

      Select a standards document:

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