Building Mathematical Communication from the First Day of School

One of the most important things we do at the beginning of the school year is establish the expectation that students will communicate their mathematical thinking. Learning mathematics is a social process. Students deepen their understanding when they share ideas, explain their reasoning, ask questions, and hear how their classmates approached the same problem. Sometimes just listening to another student’s explanation is enough to make a concept click. And when students work together to solve challenging problems, they often discover that two heads really are better than one.

Creating that kind of classroom culture doesn’t happen overnight. Students need to know that it’s okay to share ideas, make mistakes, and even change their thinking after hearing someone else’s reasoning. They also need to understand that in math, it’s not enough to simply give an answer. We want students to explain how they know, use mathematical vocabulary, and justify their thinking. Those expectations are built one conversation at a time, beginning in the very first weeks of school.

One easy way to begin establishing those expectations is with simple partner activities that get students talking about mathematics. This matching activity reinforces the mathematical vocabulary students learned in fourth grade, making it a perfect beginning-of-the-year review for fifth graders. It gets students moving, requires them to read and follow directions, and—most importantly—gives them opportunities to communicate their mathematical thinking. The idea can easily be adapted for any grade level by using vocabulary and representations from the previous year’s standards.

Depending on the grade level, consider posting the directions on your interactive whiteboard or providing each student with a printed copy. Rather than walking students through every step, encourage them to read the directions with their partner and work together to determine what to do next. Building independent learners includes teaching students that directions are meant to be read, discussed, and followed. Of course, you’ll still monitor the room and provide clarification when needed, but giving students the opportunity to make sense of the directions themselves encourages both independence and collaboration.

Establishing a classroom culture where students communicate their mathematical thinking begins with small, intentional experiences like this one. When students learn from the very beginning of the year that they’re expected to explain their reasoning, listen to others, and use mathematical vocabulary, those habits become part of the way your classroom does mathematics all year long.

Download the free Mathematical Communication Cards and start building a classroom where every student has a voice in mathematical conversations.