Four-phase teaching process for developing mathematical communication skills¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

A lesson-level teaching process the article uses to develop mathematical communication skills while teaching congruent triangles. It moves students through four phases: "Phase 1: Personal work" on an unfamiliar task, "Phase 2: Group work" where groups discuss and record answers on posters, "Phase 3: Debate" in which the teacher selects a poster (usually with wrong answers) to develop reasoning, and "Phase 4: Institutionalization process" where the teacher comments and explains based on group results. Mind maps are incorporated to review learned knowledge.

Design Implications¶

Context¶

Requirements¶

• Tasks in Phase 1 must be unfamiliar so students must think and perform them individually
• Group results are put into posters for teacher evaluation
• The teacher selects a group poster, usually with wrong answers, to structure the debate phase

Constraints¶

• The article evaluates the process only in a single grade 8 class on the congruent triangles topic in Vietnam

Target Learners¶

• grade 8 junior secondary students

Target Learning Objectives¶

• mathematical communication skills (vocabulary, representation, explanation)
• understanding of congruent triangles and applying congruence theorems

Claims¶

• Four Phase Process Improves Congruent Triangle Scores [+M]
• Math Vocabulary Levels Improve Post Test [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Uyen, B. P., Tong, D. H., & Tram, N. T. B. (2021). Developing mathematical communication skills for students in grade 8 in teaching congruent triangle topics. European Journal of Educational Research, 10(3), 1287-1302. https://doi.org/10.12973/eu-jer.10.3.1287