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Language And Communication In Elementary Mathematics Teaching

Somewhere between Vygotsky and Piaget; somewhere between Newton determining the laws of the universe alone with his apple tree, and Andrew Wiles proving Fermat’s last theorem with the aid of his colleagues around the world; somewhere between learning the 3Rs by rote under a strict schoolmaster beating down the slightest whisper, and the neo-pragmatist’s ‘knowledge is conversation’ ideal mathematics lesson of total discourse; somewhere between these opposite ends of their various spectra lies the true role of language and conversation in the mathematics class. If it is the responsibility of the mathematics teacher to encourage students to talk in the classroom (Steele, 1998) then it is more so the responsibility to ensure that that discussion does not damage students’ mathematical learning (Sfard et al, 1998).

Orey (1998) proposes that learning mathematics makes powerful problem solvers who can break down complex problems into understandable elements and create clear effective and even original solutions. Successful mathematics students, according to Schielack (2000), can read critically, identify fallacies, detect bias, assess risk and suggest alternative solutions. Cotton (1999) postulates thus that mat

Some topics in this essay:
Durkin Shire, Gibbs Orton, Andrew Wiles, Mathematics Teachers, Conclusion Sfard, McInerney McInerney, Yackel Cobb’s, Historically Euro-restrictive, Authors Wickett, Whereas Piaget, et al, gibbs orton 1994, gibbs orton, orton 1994, al 1998, sfard et al, et al 1998, sfard et, orey 1998, roberts nd, steele 1998, language mathematics, durkin shire 1991, mcinerney mcinerney 1998, shire 1991,

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Approximate Word count = 2119
Approximate Pages = 8 (250 words per page double spaced)

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