Abstract
Mathematical communication competence was mentioned the first time in the Mathematics curriculum of Vietnam, which was published in 2018. It includes different skills such as listening, reading, presenting, expressing mathematical ideas, and knowing how to use mathematical language to communicate, discuss interaction with other people. The problem is how to organize teaching to promote mathematical communication. In 2004, Radford and Demers based on the theory of Zones of Proximal Development [12] to develop a teaching strategy called the fourth strategy [9]. This teaching strategy has seven steps; it provides groups of the student with different activities to discuss, exchange, review their learning products. We have adopted this teaching strategy in a teaching situation about the concept of function in junior high school in Vietnam. Twelve students who participated in our study case worked in pairs. This teaching process focused on each group of two students reviewing products of another and basing on comments from other groups to improve their products. Furthermore, our teaching situation puts students in front of the various representations of function and thus enhances the use of mathematical language and mathematical communication for students. The results of our study showed that the teaching strategy of Radford and Demers increased students' mathematical communication. Lessons drawn from the study are that this strategy is really an effective teaching method if teachers assign open problems that stimulate the curiosities of students; in the classroom, they feel free and confident in discussion; if these conditions are met, students who learn in this approach will acquire and reinforce the knowledge as a result of a mathematical communication process.
Highlights
Enhancing M athematical Communication in the Classroom: A Case StudyUsing mathematical language effectively in combination with natural language or physical movements when presenting, exp lain ing and evaluating mathemat ical ideas in interaction with others.Demonstrating confidence when presenting, expressing, posing questions, discussing and debating content and ideas related to Mathematics.” [7, p.13].One challenge is to help teachers organize teaching so that students reach the levels described in this co mpetency
In order to enhance mathematical communicat ion in the classroom, we pay special attention to the fourth strategy of Radford & Demers (2004), wh ich was developed on the basis of the Zone of Pro ximal Develop ment concept, which was introduced by Vy g o ts ky
Discussion conducted by the teacher about the results obtained” [9, p. 30]. These authors argued that teaching with a fourth strategy will be in line with Vygotsky's suggestion in the sense that students should develop their concepts so they can solve problems autonomously by helping them spread through the zones of proximal development (ZPD) [11, 12]
Summary
Using mathematical language effectively (nu mbers, letters, symbols, charts, graphs, logical links, etc.) in combination with natural language or physical movements when presenting, exp lain ing and evaluating mathemat ical ideas in interaction (discussion, debate) with others. Demonstrating confidence when presenting, expressing, posing questions, discussing and debating content and ideas related to Mathematics.” [7, p.13]. One challenge is to help teachers organize teaching so that students reach the levels described in this co mpetency. In this context, we will pay attention to the question: How to develop mathemat ical co mmunication co mpetence for junior high school students in teaching function concepts?
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