The Importance of Awareness of Mathematical Communicatıon Skills in Mathematics Education
Abstract views: 807 / PDF downloads: 200
DOI:
https://doi.org/10.5281/zenodo.8077566Keywords:
Mathematics, Mathematical Communication, Mathematics Education, Mathematics TrainingAbstract
Mathematics education and training is a process aimed at developing students' mathematical skills and understanding. In this process, mathematical communication skills play a crucial role. Mathematical communication skills enable students to understand, express, discuss, and explain mathematical concepts. Therefore, the importance of students' awareness of their mathematical communication skills is significant.
Mathematical communication skills assist students in expressing their mathematical thinking and understanding others' mathematical thoughts. Effective mathematical communication allows students to communicate proficiently during problem-solving processes. It requires students to express their ideas clearly and coherently, use mathematical terminology accurately, and develop logical mathematical arguments.
The importance of students' awareness of their mathematical communication skills in mathematics education can be viewed from several perspectives. Firstly, mathematical communication skills enable students to gain a better understanding of mathematical concepts. Communication allows students to articulate concepts and comprehend different approaches from others. This helps students deepen their mathematical thinking and establish a solid foundation.
Secondly, mathematical communication skills support students' learning processes. Students expressing their mathematical thoughts and understanding others' ideas foster classroom interaction and collaboration. Activities such as group work, discussions, and presentations enable students to enhance their mathematical communication skills and benefit from different perspectives.
Lastly, mathematical communication skills empower students to utilize mathematical thinking in real-life situations. Mathematics provides skills for solving and analyzing problems encountered in everyday life.
References
Ahmad, A., Salim, S.S.,& Zainuddin, R. (2008). A cognitive tool to support mathematical communication in fraction word problem solving. WSEAS Transactions on Computers, 7(49), 228-236.
Akkök, F. (1996) Đlköğretimde Sosyal Becerilerin Geliştirilmesi (Anne-Baba El Kitabı), Ankara: M.E.B.Talim ve Terbiye Kurulu Başkanlığı, s. 2-3.
Akman, B., Yükselen, A.İ. Ve Uyanık, G. (2000) Okul öncesinde matematik etkinlikleri. İstanbul: Epsilon Yayınları.
Baker, P. (2010). Sociolinguistics and corpus linguistics. Edinburgh University Press.
Balcı, G. (2007) “Ġlköğretim 5. sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre biliŞsel farkındalık becerilerinin incelenmesi”, Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
Baltaş, Z., Baltaş, A. ( 1997) Đletişim Becerinizin Anahtarı Sessiz Diliniz, Beden Dili, On Beşinci Baskı,Đstanbul Remzi Kitapevi, , s.158-160.
Boston College. Erişim adresi: https://timss.bc.edu/PDF/t03_download/T03MCOGDRPT.pdf Erişim tarihi 10.06.2017
Brendefur, J.,&Frykholm, J. (2000). Promoting mathematical communication in the classroom: Two preservice teachers’ conceptions and practices. Journal of Mathematics Teacher Education,3,125– 153.
Brenner, M. E. (1998). Development of Mathematical Communication in Problem Solving Groups By Language Minority Students. Bilingual Research Journal, 22(2-4),149-174.
Brown, A. L. (1978) “Knowing when, where, and how to remember: a problem of metacognition”, In R. Glasser (Ed.), Advances in Instructional Psychology. Hillsdale, NJ: Lawrence Erbaum. New York, 79-165.
Chard, D. (2003). Vocabulary strategies for the mathematics classroom. Houghton Mifflin Math [Online]: Retrieved 15- March- 2015 at URL: http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf
Cobb, P., Wood, T. & Yackel, E. (1994). Discourse, mathematical thinking and classroom practice. In E. A. Forman, N. Minick & C. Addison Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 91-120). New York: Oxford University Press.
Cooke, B. D.,& Buchholz, D. (2005). Mathematical communication in the classroom: A teacher makes a difference. Early Childhood Education Journal, 32(6), 365-369.
Çoban, H., (2010). Öğretmen Adaylarının Matematiksel Muhakeme Becerileri ile Biliş Ötesi Öğrenme Stratejilerini Kullanma Düzeyleri Arasındaki İlişki. Yayımlanmamış Yüksek Lisans Tezi. Gaziosmanpaşa Üniversitesi, Sosyal Bilimler Enstitüsü, Tokat. Erişim adresi: https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
Çulha, M., Atlas Dereli, A. (1987). “Atılganlık Eğitimi Programı” Psikoloji Dergisi, Sayı 21, (Cilt: 6), s. 124.
Demirel, Ö. (2007). Eğitimde program geliştirme.
Dodge, D., T. Colker, L. Ve J. Heroman, C. (2002 ). The Creative Curriculum For Preschool: Teaching Strategies. Inc.: Washington, Dc.
Edwards, C. (1997) Classroom Discipline and Management. Printice Hall, Đnc New Jersey.
Ergin, A., Birol, C. (2000) Eğitimde Đletişim. Ankara, Anı Yayıncılık.
Ev-Çimen, E. (2008). Matematik öğretiminde, bireye “matematiksel güç” kazandirmaya yönelik ortam tasarimi ve buna uygun öğretmen etkinlikleri geliştirilmesi. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, İzmir. Erişim adresi: https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
Fromm E (1995) Erdem ve Mutluluk, Ayda Yörükan (çev), Türkiye İş Bankası Yayınları, Ankara.
Gray, V. D. (2004). The language of mathematics: A functional definition and the development of an instrument to measure teacher perceived self-efficacy (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (Document ID 3133386).
Güven, Y. (1999). Okul Öncesi Eğitimde Matematik. (Edit: Yrd. Doç.Dr. Rengin Zembat) Marmara Üniversitesi Anaokulu/Anasınıfı Öğretmeni El Kitabı (S.72-87). İstanbul: Ya-Pa Yayınları.
Güven, Y. (2000). Erken Çocukluk Döneminde Sezgisel Düşünme Ve Matematik. İstanbul: Ya-Pa Yayınları.
Istiningsih, S., & Hasbullah, H. (2015). Blended learning, trend strategi pembelajaran masa depan. Jurnal Elemen, 1(1), 49-56.
Jamison, R. E. (2000). Learning the language of mathematics. Language and Learning Across the Disciplines, 4, 45-54.
Kılıç, M. (1987) “Değişik Psikolojik Arazlara Sahip Olan ve Olmayan Öğrencilerin Sorunları”, (H.Ü. Sosyal Bilimler Enstitüsü Doktora Tezi,), s. 23.
Köknel Ö. (1986) Kişilik, Altın Kitapları, İstanbul.
Legg, A. M., & Locker Jr, L. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology, 11(3).
Lipeikiene, J. (2009). A Wide Concept of Mathematical Communication. C.Bardini,P. Fortin, A.Oldknow, veD. Vagost (Eds.),Proceedings of the 9th International Conference on Technology in Mathematics Teaching. Metz, France: ICTMT 9.
Loper, A.B. (1982) “Metacognitive training to sorrect academic deficiency”, Topics in Learning Disabilities, 2(1), 61-68.
Martinez, J. G. R. (2001). Thinking and writing mathematically: Achilles and the tortoise as an algebraic word problem. Mathematics Teacher, 94(4), 248-252.
Mercer, N. & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.
National Council of Teachers of Mathematics, (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Virginia: Reston.
NCTM. (2000). Principles and Standarts for School Mathematics. National Council of Teachers of Mathematics, Virginia: Reston.
Oktay, A. Ve Unutkan, Ö.P. (2003). İlköğretime Hazır Oluş Ve Okul Öncesi Eğitimle İlköğretimin Karşılaştırılması. (Edit: Doç. Dr. Müzeyyen Sevinç) Gelişim Ve Eğitimde Yeni Yaklaşımlar (S.145-155). İstanbul: Morpa Kültür Yayınları.
Organisation for Economic Co-operation and Development (OECD). (2010). Education at a glance 2010: OECD indicators. Paris: OECD.
Orton, A.,ve Frobisher, L. (1996).Insights into Teaching Mathematics. London: Cassell.
Pehlivan, F. (2012) “Ġlköğretim beŞinci sınıf matematik dersinde üstbiliŞ strateji kullanımının öğrencilerin baŞarı ve tutumlarına etkisi”, YayımlanmamıŞ Yüksek Lisans Tezi, Niğde Üniversitesi Eğitim Bilimleri Enstitüsü, Niğde.
Pimm,D.(1987). Speaking Mathematically. London: Routledge and Kegan Poul.
Ryan, T. K., Chris, Y. Y., Jacky, W. Y., & ZhongáTang, B. (2015). Real-time monitoring of the mitophagy process by a photostable fluorescent mitochondrion-specific bioprobe with AIE characteristics. Chemical Communications, 51(43), 9022-9025.
Selçuk, Z. (2000) GeliŞim ve Öğrenme, Nobel Yayın Dağıtım, Ankara.
Straker, A. (1993). Talking Points in Mathematics. Cambridge: Cambridge University Press.
TIMSS. (2003). IEA’s TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains: Findings from a Developmental Project İnternational Association for the Evaluation of Educational Achievement. TIMSS - PIRLS International Study Lynch School of Education,
Turgut, T., & Tevrüz, S. Çalışma Amaçları, Meslekler Ve Çalışmaya Ayrılan Zaman. Yönetim Araştırmaları Dergisi, 3(Mart).
Ürk, R. (2004) “Öğrenen organizasyon olarak polis meslek yüksekokulları (balıkesir polis meslek yüksekokulu örneği)”, Yüksek Lisans Tezi, Balıkesir Üniversitesi Sosyal Bilimleri Enstitüsü, Balıkesir.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 PEARSON JOURNAL
This work is licensed under a Creative Commons Attribution 4.0 International License.