Using mathematical language precisely and with understanding is a complex endeavor and one with which many students struggle. The discourse in the mathematics classroom gives students opportunities to share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives (NCTM 1991, 2000). This article illustrates how research about mathematical discourse can be translated into practice. The role of gestures in mathematical discourse of hard-hearing students: Prism example. Volume 11, Number 3-4, 2018 THE ROLE OF GESTURES IN MATHEMATICAL DISCOURSE OF HARD-HEARING STUDENTS: PRISM EXAMPLE … Yes, encourage them to learn and understand the use of the “proper” words, but while they are still having trouble understanding and explaining stuff in simple language the last thing to do is to burden them with “the proper words”. in reasoning and talking about math (Fogelberg et al., 2008; McKee & Ogle, 2005). Some of the attempts to make math more “mathematical” are leading to even greater confusion. If we wish to rewrite sentence (3) symbolically, another way to do it is to deﬁne P to be the collection, or set, of all prime numbers. were observed using higher levels of standards-based mathematics teaching practices than teachers in control schools, including: • Higher levels of mathematical discourse • Better use of and translation among math-ematical representations • Greater cognitive depth within lessons • Greater coherence and accuracy of mathemat-ical content The article shows two types of discourse, cognitive discourse and motivational discourse. Underlying the use of discourse in the mathematics classroom is the idea that mathematics is primarily about reasoning not memorization. Discourse is the mathematical communication that occurs in a classroom. Given the amount of time dedicated to homework review in class, many education specialists are advocating the use of discourse in the math classroom as an instructional strategy that can provide students with opportunities to … use the language of sets. The Language of Mathematics was designed so we can write about: Things like Numbers, Sets, Functions, etc What we Do with those things (add, subtract, multiply, divide, join together, etc) Mathematics is not about remembering and applying a set of procedures but about developing understanding and explaining the processes used to arrive at solutions. 2.1 Sets Broadly speaking, a set is a collection of objects, and in mathematical discourse these objects are mathematical ones such as numbers, points in space or other sets. Students … They must also "analyze and evaluate the mathematical thinking and strategies of others" and "use the language of mathematics to express mathematical ideas precisely" (p. 60). What is Language of Mathematics? Discourse Through Mathematical … Connections. Mathematical discourse is the way students represent, think, talk, question, agree, and disagree in the classroom. Studies on math homework in secondary classrooms from 2010 and 2012 indicate an average of 15% -20% of class time daily is spent reviewing homework. In order for students to use language precisely, they must have a clear understanding of the underlying mathematical meanings and relationships associated with Mathematical discourse includes the special dialect of English mathematicians use to communicate mathematical reasoning and the vocabulary that describes the behavior of mathematicians and students when doing mathematics as well as their attitudes towards various aspects of mathematics. Examples of student discourse and teacher-student discussions are provided. The math standards of all states emphasize the importance of student communication of mathematical ideas, making mathematical discourse a required process in learning mathematics. The language of mathematics is the system used by mathematicians to communicate mathematical ideas among themselves. Acta Didactica Napocensia, 11(3-4), 125-140, DOI: 10.24193/adn.11.3-4.10.