The article that I found in the NCTM Journals really helps to explain some of what our standard, Attend to Precision, is all about. The title of the article is The Language of Mathematics, and can be found here: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol21/Issue9/The-Language-of-Mathematics/.
Bruun, F., Diaz, J., & Dykes, V. (2015). The Language of Mathematics. Teaching Children
Mathematics, 21(9). Retrieved from http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol21/Issue9/The-Language-of-Mathematics/
Right from the beginning, this article starts to explain the importance of learning how to communicate Mathematics, and the struggle it poses to learn how since the learning of this is largely limited to school. "Principles and Standards for School Mathematics (NCTM 2000, p. 60) states that students who have opportunities, encouragement, and support for speaking, writing, reading, and listening in math classes benefit because 'they communicate to learn mathematics, and they learn to communicate mathematically,' which helps children be successful in math class" (Bruun, et al. 2015). This is the statement that really sparked my interest in following along with the rest of the article to see that it really goes hand in hand with the communication aspect of attending to precision.
We then get to see how two graduate students use two different methods to teach math vocabulary to their 4th grade students. Method 1 was all about using journal writing and peer discussion. The journals allow students to explain their thought processes and make connections. They could share their journals to check for accuracy as well as to provide an aid for working through meanings of words. Method 2 focused on the modified Frayer model. Putting graphic organizers to use, students have the opportunity here to employ the reading strategy of visualization and drawing pictures of the math vocabulary, which should ultimately help them to better understand and connect with the text/vocabulary.
After reading about these 2 different methods, the article gives us some examples of visuals we would see the students complete using the modified Frayer model. It is noted that the graphic organizers took students no more than 20 minutes to complete, and, in my opinion, this method has the opportunity to work wonders in the classroom. It gives all students a chance to learn the material in there own way since it connects visual, oral, and hands-on learning.
In the end, after research had been conducted, it was confirmed that both of the graduate students' methods had a positive effect in the classroom. Students had learned and developed a conceptual understanding of the math vocabulary.
Thanks:)
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