I’ve been thinking and talking about communication in math quite a bit lately. For elementary teachers, it’s a common language that opens the door for further mathematical conversations. For secondary teachers, it’s a critical component (a standard, in fact) that is too often given lip service. As a result of all of this thinking and talking, I’ve come to a couple of conclusions.

**It’s about discourse**. I recently received my new issue of*Mathematics Teacher*from NCTM. The focus of this issue is discourse: what it is, how to improve (or begin to use) discourse in the classroom, and some of the obstacles that discourage effective discourse. Like inquiry, discourse ranges from being very teacher-directed to very open and student-centered. It’s about student needs and scaffolding instruction to meet those needs.**Model, model, model.**If we do not give students good models of talking and writing in math, then they’re not going to learn it. They won’t get it at home, and they’re not likely to get it from other sources. We can’t turn kids loose on a problem, ask them to talk or write about it, and expect effective communication*if they don’t know what it looks like*. Pretty simple, but something that’s easy to forget. Talking and writing about math is different than any other content; although the strategies are universal, the terms and the discussion are often different. When you’ve done this, model some more. It takes time for students to reach the formal level.**Don’t expect perfection**. One of the biggest mistakes I made as a teacher was showing a group of students an example of a “good” paper that I had written. They were so discouraged that none of them believed they could write about math the way I wanted them to. In hindsight, they really needed to see the process of writing, not just the finished product. The fact is, students are not going to write fluently about math until they’ve done it for a while. In a recent post, Dan Meyer summarized this thinking: “It got me writing regularly, an essential precursor to writing well.” Don’t expect perfection to start with. If we can get kids writing, the writing will improve. It might take three or six months, or it might take two or three years. Just get kids writing about math and keep them writing about math.

The bottom line is that it’s not enough to ask kids to write. We have to support them as they begin to write; we have to model throughout the process; and we have to be patient as they develop the ability to write about math the way we want them to write about math.

My wife, who is a 10th grade math teacher, will benefit from this. Thanks!

Terry L. Sumerlin

The Barber-osopher

Author/Motivational Speaker

Great post, Matt. These are the things I look for as I conduct walk-throughs and formal observations with the math teachers in my building. We’ve got to get kids talking mathematically because that will increase the comfort level with thinking and writing mathematically.

It doesn’t have to be at the rocket-scientist level, but when I hear kids (and teachers!!) say things like, “I times’d the five by the three,” it makes my skin crawl. I think a lot of times we erroneously assume that because kids are in a lower-level of math they are incapable of understanding big, mathy-sounding words so we “dumb it down” for them. And that’s not good for anyone.

I agree with selias22. “dumbing it down” is a terrible idea. One of my greatest challenges with struggling 8th graders is getting them to think beyond the operations represented by symbols on their calculators. This will never change if I don’t continuously model the use of math vocabulary. I often interupt my own discourse to check student comprehension of the math vocabulary I’m using. Once I detect that some students are struggling with a term, I revisit the term multiple times throughout the rest of the unit until comprehension is achieved…