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It helps to (1) enhance understanding, (2) establish some shared understandings, (3) empower. students as learners, (4) promote a comfortable learning environment, and (5) assist. the teacher in gaining insight into the students’ thinking so as to guide the direction.
- 691KB
- Marylina Serio
- 83
- 2014
significance of prioritizing communication in mathematics learning due to two crucial reasons: mathematics serves as a cognitive tool for problem-solving and as a social activity [5]. Similarly, asserted that mathematical communication plays a crucial role in students' development of mathematical concepts and strategies [6].
Sep 1, 2018 · Learning Mathematics: The Mathematics Register and Communication during Problem Solving Central to our perspective is the view that learning mathematics is a socially-mediated process that encourages students to deploy their resources—language and non-language-based—to the problem-solving tasks at hand.
- Louise C. Wilkinson, Alison L. Bailey, Carolyn A. Maher
- 2018
Considering the fact that communication is inherently collective, the term discourse of an individual or personal discourse may seem to be an oxymoron. Indeed, borrowing Ed Hutchins's words, one can say that those who equate human development with the development of discourses “move the boundaries of the cognitive analysis out beyond the skin of the individual person” and start speaking ...
mation of small groups facilitate the development of mathematical communication skills. This paper describes the mathematical communi. ation and how to develop the mathematical communication skills in learning mathematics. For further clarify the discussion, given also the e. ample of learning that emphasizes the development of mathem.
- 86KB
- 12
Nov 1, 2014 · Abstract. Within the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognized, but there is not agreement ...
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Sep 11, 2014 · Within the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education ...
