Page 24 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

COMMUNICATING
Communication is the process of expressing mathematical ideas and understandings orally, visually, and in writing, using numbers, symbols, pictures, graphs, diagrams, and words. Providing effective explanations and using correct mathematical notation when developing and presenting mathematical ideas and solutions are key aspects of effective communication in mathematics. Students communicate for various purposes and for different audiences, such as the teacher, a peer, a group of students, or the whole class. Communication is an essential process in learning mathematics. Through communication, students are able to reflect upon and clarify ideas, relationships, and mathematical arguments.
Many opportunities exist for teachers to help students develop their ability to communi- cate mathematically. For example, teachers can:
model proper use of symbols, vocabulary, and notations in oral and written form; expect correct use of mathematical symbols and conventions in student work;
ensure that students are exposed to and use new mathematical vocabulary as it is introduced (e.g., as they gather and interpret information; by providing opportuni- ties to read, question, and discuss);
provide feedback to students on their use of terminology and conventions;
ask clarifying and extending questions and encourage students to ask themselves similar kinds of questions;
ask students open-ended questions relating to specific topics or information; model ways in which various kinds of questions can be answered.
Effective classroom communication requires a supportive and respectful environment that makes all members of the class comfortable when they speak and when they ques- tion, react to, and elaborate on the statements of their classmates and the teacher.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics
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