Top Ten Thoughts about Communication

in Mathematics
Jane Goetz
(Jane is this year's Elementary Math Presidential Award winner for
Washington. This article was written for the WSMC newsletter and is
reprinted with her permission.)
The issue of facilitating the development of proficient communication
skills in our students has become more and more important as we move to
a standards based model of academic achievement. I've recently come to
the conclusion that developing good communication skills in mathematics is
not much different than developing good communication skills in other
content areas. I've specifically found that it is helpful to consider what
we already know about teaching writing in a language arts curriculum, so
that we may put those things into place in the content area of
mathematics. Here are the top ten ways I think this could be done.

10. Journals or logs are an important component of a reading/language

arts program. These can also be an important way for teachers to
discover how their students are thinking in mathematics. Journals or logs
can take the form of communicating a strategy, reflecting on what has
been learned or can be a vehicle for students to ask questions about
concepts they don't understand.

9. A first step in the writing process in language arts is brainstorming.

This should also be done when children are writing in mathematics.
Brainstorming could include brainstorming a list of words that might be

needed to communicate an idea, or brainstorming how students might

begin a sentence when writing in math class. Brainstorming charts should
be placed around our classrooms so our students have access to the
vocabulary of mathematics.

8. When students begin a writing assignment in language arts, they

should be thinking about who their audience is. This should also occur
when writing about mathematics. When a piece of writing will be used to
evaluate student achievement, our students should know that their
audience is the teacher, or a group of unknown scorers. This means they
will need to be as clear as possible and include all relevant information.
Providing models of clear, thorough responses is an important part of
teaching our students what a proficient or exemplary piece of writing
might look like.

7.

Expository and persuasive writing are the two most difficult styles

of writing for our students in language arts. It is not surprising that

these are the two styles of writing that are most useful when writing in
mathematics. When we ask our students to write in math class, we tell
students to explain their thinking and/or describe the steps they used to
solve a problem. At other times we ask students to persuade us that their
answer is correct. "How do you know?" is a question frequently asked. By
concentrating our writing instruction on expository and persuasive
prompts we can work to improve performance in both language arts and
mathematics.

6. Before students can write clearly they must have opportunities to

discuss their ideas orally. This is especially important in mathematics.
Time given to discussion will increase the depth and clarity of the writing
of your students.

5. Graphic organizers are a way for students to organize their thinking

before they begin to write. We've used them in language arts for years.
These can also be very helpful in mathematics. Organizers such as word
webs can be used to describe what students know about geometry, basic
operations or fractions. Venn diagrams and KWL charts can also be useful.
Rather than creating something new, let's find new ways of using what we
have.

4. Teachers of young children begin by providing a scaffolding for

student writing in language arts. This should also be done in mathematics.
You will need to provide more structure for young writers in mathematics
than you need to provide with older students.

3. As a teacher of young children, I often ask my students to start a

piece of writing by drawing a picture of the key ideas. I then ask them to
describe the ideas in their drawing. This can be an important strategy for
helping our youngest students begin writing in math class. Their first
attempts at writing in math will be approximations, just like you see in
language arts. Encourage your students to draw clear pictures of their
solutions to problems. Then ask them to add a few words that might
describe their drawing. Modeling this process for children is an important
piece that must occur for students to feel successful.

2. We encourage and allow students to revise and edit their writing in

language arts. Shouldn't we also do this in mathematics? I often share a
piece of student work with my class that might provoke a discussion about
what is and what isn't a clear, thorough response to a question. I then
pass their papers back and allow my students to revise their work.

1. Just as in language arts it is important for you to know, and for you

to share your purpose in asking your students to write in mathematics.

Reflection is the key to understanding. Without providing a forum for
reflection, our mathematics lessons are just a series of activities. When
children write about an idea or a concept, that concept is internalized.
Writing helps students clarify their thinking and deepens their
understanding.