(Learning Mathematics: A perspective from PISA . 2009.

OECD
Publishing )
Mathematical literacyis also about competence in communication
understanding the written, oral, or graphical communications of others about
mathematical matters and the ability to express ones own mathematical views
in a variety of ways. Hal 33
Hal 36 Questions in the reflectioncompetency cluster also require students to
demonstrate that they can communicate effectively in different ways (e.g. giving
explanations and arguments in written form, or perhaps using visualisations).
Communication is meant to be a two-way process: students also need to be able
to understand communications produced by others that have a mathematical
component.
Math through Childrens Literature : Making the NCTM Standards
Come Alive
Kathryn L. Braddon, Nancy J. Hall, Dale Taylor
1993. Colorado : Teacher Ideas Press
hal 8
Mathematics is a language that can help students construct links between
their informal, intuitive notions and the abstract languages and symbolism of
mathematics. Much of the sense that children make of their world comes from
their relations with other people. Communicating helps children to clarify their
thinking. Representing (translating a problem or an idea into a new form),
talking, listening, writing, and reading are key communication skills and should
be viewed as important parts of any mathematics curriculum. Cooperativelearning groups are a good way to teach students communication techniques for
sharing their thoughts with other people. In addition, concept-mapping activities
(simple visual devices that allow students to relate major concepts from one
source to another) help children to better comprehend if they can find cross-links
or relationships in the material presented to them. Concept maps help children to
center on key ideas and to focus on what is necessary to complete a task .
The study of mathematics should include numerous opportunities for
communication so that students can

relate physical materials, pictures,and diagrams to mathematical ideas;

reflect on and clarify their thinking about mathematical ideas and

situations;
relate their everyday language to mathematical language and symbols;
and

realize that representing, discussing, reading, writing, and listening to

mathematics are vital parts of learning and using mathematics.