#### Title of Presentation

Activities in the Mathematics Classroom that Promote Mathematical Fluency

#### Type of Submission

Event

#### Graduation Year

2012

#### Location

Lower Level, Ames Library, Illinois Wesleyan University

#### Start Date

14-4-2012 9:00 AM

#### End Date

14-4-2012 10:00 AM

#### Abstract

Mathematics, in and of itself, is a language— reading notations, writing solutions, and communicating explanations. The importance of developing mathematical fluency is frequently overshadowed by an emphasis on implementation of memorized formulas in mathematics classrooms. The National Council of Teachers of Mathematics (NCTM) has recognized the relevance of using mathematics as a language as early as 1989 and promotes learning to communicate mathematically as a major goal for students. Hufferd-Ackles, Fuson, and Sherin (2004) recognize the importance of *a math-talk community* in the classrooms to encourage students’ understanding of mathematics. This self-study focuses on the advantages of writing, reading, and speaking mathematics in students’ learning. It is conducted the study in two Algebra II classes at a rural high school in Central Illinois. Different activities, students’ work, and analyzed personal reflective journals are content analyzed to draw conclusions on the ways these instructional activities promote mathematical fluency and mathematical understanding.

Activities in the Mathematics Classroom that Promote Mathematical Fluency

Lower Level, Ames Library, Illinois Wesleyan University

Mathematics, in and of itself, is a language— reading notations, writing solutions, and communicating explanations. The importance of developing mathematical fluency is frequently overshadowed by an emphasis on implementation of memorized formulas in mathematics classrooms. The National Council of Teachers of Mathematics (NCTM) has recognized the relevance of using mathematics as a language as early as 1989 and promotes learning to communicate mathematically as a major goal for students. Hufferd-Ackles, Fuson, and Sherin (2004) recognize the importance of *a math-talk community* in the classrooms to encourage students’ understanding of mathematics. This self-study focuses on the advantages of writing, reading, and speaking mathematics in students’ learning. It is conducted the study in two Algebra II classes at a rural high school in Central Illinois. Different activities, students’ work, and analyzed personal reflective journals are content analyzed to draw conclusions on the ways these instructional activities promote mathematical fluency and mathematical understanding.