Communication
is an essential part of Mathematics. Mathematicians not only need to know how
to add and subtract numbers, but also how to communicate to the world the new
discoveries that are found each day. This communication starts at an early age
with students in a classroom explaining the way the student discover the answer
to a problem and learning the unique language of mathematics. Communication
will be used in a variety of mode and settings. Students will also know how to
communicate effectively using mathematical language and symbols because the ideas
will be generated and shared.

Communication involves
a variety of modes: pictures, written symbols, spoken language,
relevant situations, and manipulative. Each way the students has to find the
link between each one and how the variety of modes represent the same problem,
but in multiple ways. Students use pictures, whether told to draw a picture by
the teacher or the student creates a picture on their own, to create a better
understanding of the problem and use this picture to help think through the
process needed to take in order to find the solution. Manipulatives are objects
that can be touched, moved, and stacked. This allows the students to physically
see the problem being manipulated and how a small piece is related to the
whole. Students are able to communicate in number and symbols, but they are
also able to communicate in the spoken language of mathematics. The students
can explain their reasoning and process of the result they came up with to help
better understand problems related to the one the student solved. A relevant
situation can be any context that involves appropriate mathematical ideas and
holds interest for children, and connected to a real-life situation. This
simple act will create interest in the problem for the students and allow them
to invest time into the problem to come up with the solution. Using relevant
situation can also show the student how the material can be used in everyday
life.

Students are able to use these variety of
modes in a variety of setting: small group work, whole class work, partner
work, and individual work. This will allow the students to think together and
discover the solution to a problem that they can all understand using the
different modes of communication. With the discovery of the solution, the students will be able to
write their process of thinking using the language of mathematics and symbols.
This written report or oral report of their process can help better understand
the problem as a whole, and the student are then able to help others in sharing
their ideas for the problem.

When
students understand the problem and how they discovered the solution, this will
create confidence in mathematics. When they gain the confidence, the students
will use communication to share their ideas and understanding of many real
world problems.

__References__

Clement, Lisa.

*Pictures Written Symbols Manipulatives Relevant Situations Spoken Language*(n.d.): n. pag. Web.
"THE
FIRST FOUR STANDARDS STANDARD 2 - COMMUNICATION."

*New Jersey Mathematics Curriculum Framework*. New Jersey Mathematics Coalition, n.d. Web. 26 Nov. 2014.
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