1. Effective Use of Math Word Wall
How are GSSD Teachers using Math word walls?
NCTM Process Standards and Expectations
The following are principles in the process
of communication and learning math:
Instructional programs from prekindergarten
through grade 12 should enable
all students to
 Organize and consolidate their
mathematical thinking through
communication
 Communicate their mathematical
thinking coherently and clearly to peers,
teachers, and others
 Analyze and evaluate the mathematical
thinking and strategies of others;
 Use the language of mathematics to
express mathematical ideas precisely.
(NCTM, 2000)
Saskatchewan Learning
Mathematics states that “Students need
opportunities to view, read about, represent,
write about, listen to, and discuss
mathematical ideas” (Mathematics 2, 2008).
Communication can involve a variety of
modes such as speaking, listening, writing,
reading and representing visually.
Representation is a form of communication.
According to Adding it Up: Helping Please find the attached word wall rubric for
Children Learn Mathematics (NCTM, your own personal reflection and growth.
2001), “Communication about numbers,
therefore, requires some form of external Visit my blog for more ideas in mathematical
representation, such as a graph or a system
communication:
of notation. The usefulness of numerical
ideas is enhanced when students encounter http://blogs.gssd.ca/smuir/?p=4037
and use multiple representations for the same http://blogs.gssd.ca/smuir/?tag=word-walls
concept”. Students need to learn the
appropriate use of formal math language
and mathematical symbolic notation.
Opportunities to experience communica-
tion in a variety of settings can include but
not limited to: pairs, small group and
whole class.
“Communication in math involves written and symbolic notation as well as discussing and describing
„mathematical thinking‟ and interpreting and evaluating what other students say” (Glanfield, 2007, p. 26).