Yuli Pinasthika discusses effective methods of teaching mathematics in the classroom. Communication is key, including listening, reading, discussing, presenting and writing. These aspects of communication help students understand abstract math symbols and concepts. The teacher plays a major role in facilitating communication and ensuring students can work through problems themselves rather than relying solely on the teacher. Developing strong communication skills in students is important for learning mathematics.
Yuli Pinasthika discusses effective methods of teaching mathematics in the classroom. Communication is key, including listening, reading, discussing, presenting and writing. These aspects of communication help students understand abstract math symbols and concepts. The teacher plays a major role in facilitating communication and ensuring students can work through problems themselves rather than relying solely on the teacher. Developing strong communication skills in students is important for learning mathematics.
Yuli Pinasthika discusses effective methods of teaching mathematics in the classroom. Communication is key, including listening, reading, discussing, presenting and writing. These aspects of communication help students understand abstract math symbols and concepts. The teacher plays a major role in facilitating communication and ensuring students can work through problems themselves rather than relying solely on the teacher. Developing strong communication skills in students is important for learning mathematics.
Mathematics is a subject with a groups of abstract symbols. To understanding these symbols, teacher must be able to explain the proper method so the students are able to understand the math in depth. One method of teaching that needs to be considered is the communication in the classroom. Communication is the most important part of the teaching. Because communication is a dialogue between two or more people who can develop ideas and ways of thinking and sharpen students' skills in understanding the math. Mathematical communication is an essential process for learning mathematics, because through communication, students reflect upon, clarify and expand reviews their ideas and understanding of mathematical relationships and mathematical arguments (Ontario Ministry of Education, 2005). So, to change a groups of abstract symbol we can help students with communicate mathematical ideas through the five aspects of communication that is listening, reading, discussing, presenting, and writing (Baroody, 1993, p. 107). Communication in mathematics need to be cultivated among students based on several reasons. First, mathematics as language, meaning that mathematics is not just a tool to think (a tool to aid thinking), a tool for finding patterns, solve problems or draw conclusions, but the math is also an invaluable tool for communicating a variety of ideas Clearly, precisely, and succinctly. Second, mathematics learning as a social activity, that is to say as a social activity in the learning of mathematics, as a vehicle for interaction among students, as well as a means of communication between teachers and students. So in this case, the teacher has a major role in encouraging the student, either as facilitators and participants who will help build students' thinking. Listening is an important aspect of communication to teaching Mathematics. Listening is one of the aspects that facilitate students to memorize,
especially in mathematics there are have a many varians of equation. In providing
the material in class, a teacher must have a clear intonation so that students can listen and understand what the teachers explained. Not only clear intonation, but also a very mature understanding of the material that needs to be owned by a teacher. The role of the teacher is very large to make the students understand what they are listening. Reading is the second aspect of the communication. With reading, students will understand the varians of equation and applications in Mathematics. Reading will expand the range of their knowledge, so that students are able to understand mathematical concepts thoroughly. In Mathematics understanding of the concept as a supporting factor for reinforce understanding of the material, so students should know these equation with reading. During whole-class discussion and presenting, students explain and justify reviews their ideas and strategies as well as challenge and ask for clarification from their classmates. However, coordinating whole-class discussion in a timely manner, in order to develop students' mathematical understanding, is demanding mathematical work (Ball, Thames, & Phelps, 2009, p. 389-407). When teacher talk dominates whole-class discussion, students tend range to rely on teachers to be the expert, rather than learning that they can work out their own solutions and learn from other students. When the groups return to reviews their own solution, they synthesize the comments, questions and suggestions for improvement into an oral report that will be presented to the whole class. Smallgroup oral reports provide specific details that the teacher can use to highlight and summarize the key mathematical ideas and strategies related to the lesson learning goals as well as include discussions about mathematical misconceptions and errors. Also, the group can apply Reviews their classmate's responses with presenting to revise reviews their solution. Written Communication enables students to think about and articulate what they know. Also writing mathematical Provides evidence of students' mathematical understanding. Before beginning any writing task, students need experiences in expressing orally reviews their ideas, as well as listen to the ideas of others. The quality of a written product is significantly improved by the
opportunity to participate in a class before writing dialogue (Ontario Ministry of
Education, 2006). Therefore, as a method of communication in teaching mathematics is the most important part. With the fifth aspect of communication such as listening, reading, discussing, presenting, and writing the teaching of Mathematics to be more easily understood by students. Of listening and reading the students can create a presentation and generate lively discussion in a class, so they can writing because
they
truly
understand
mathematical
concepts
clearly.
Oral
Communication includes talking, listening, questioning, explaining, defining,
discussing, describing, justifying, and defending. When students participate in these actions in an active, focused, and purposeful way, they are furthering reviews their understanding of mathematics (Ontario Ministry of Education, 2006, p. 66). Sources: 1. Ann, R. (2011). Speech, Language, and Communication Difficulties. London: Department of Education. 2. Ball, D., Thames, M. H., & Phelps, G. (2009). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389407. 3. Baroody, A.J. (1993). Problem Solving, Reasoning, and Communicating, K-8. Helping Children think Mathematically. New York : Macmillan Publishing. 4. Ontario Ministry of Education. (2005). The Ontario Curriculum, Grades 1 to 8: Mathematics. Toronto, ON: Queens Printer for Ontario. 5. Ontario Ministry of Education. (2006). A guide to effective instruction in
mathematics, Kindergarten to grade 6: Volume 2 Problem solving and
Evaluating The Teaching Difficulties of A Physics Topic Using The Classroom Practice Diagnostic Framework (CPDF) : A Focus On Classroom Interactions and Discourse
Assignment: Look at The Classroom Activity Suggested in The Assignment Materials Section (At The Same Place Where You Can Find This Paper), and Answer The Following Questions