Running head: INTERCULTURAL, INTERPERSONAL, MASS COMMUNICATION Integrating Communication into the Mathematics Classroom: Interpersonal, Intercultural, and Mass Communication Lisa Anger The University of Utah 1 2 Running head: MATH COMMUNICATION Integrating Communication into the Mathematics Classroom: Interpersonal, Intercultural, and Mass Communication Using Communication to Develop a Classroom Environment for Student Achievement in Mathematics When a person thinks of mathematics the first thing to come to mind is not usually communication. In 2012, Utah adopted new common core standards which stressed the importance of communication for student achievement in mathematics. Out of eight standards, five of them directly relate to communication: make sense of problems and persevere in solving them, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, attend to precision, and look for and express regularity in repeated reasoning (CCSS, 2012). Interpersonal, intercultural, and mass communication skills are important components of the evolving mathematics curriculum that is currently underway in our state’s educational system. Rationale It is the teacher’s responsibility to communicate an environment that encourages students to not only do mathematics, but to see the value of mathematics in relation to the real world outside of school (Brendefur, 2000). Many mathematics educators lack these communication skills that are vital in attaining their student’s cooperation. Student cooperation is relevant for success in mathematics classroom (University of Northern Colorado, 2013). The discipline of Mathematics has long standing reputation of being necessary for preparing students for higher education and careers. The National Center for Science and Engineering Statistics has shown that women and minorities make up less than 30% of science and engineering degrees, and minority women less than 10% (National Science Foundation, 3 Running head: MATH COMMUNICATION 2013). One way to combat this underrepresentation of women and minorities is to increase their involvement in subject of mathematics through communication. Experienced mathematics teachers may come to this seminar with the impression that there is no need to incorporate technology into their classroom learning activities and lesson plans, students should be able to do math without calculators, or that they have been teaching without technology for years and it has worked (Handal, 2003). The common core standards have shown a need for in-service mathematics teachers to utilize technology as strategic tools to motivate students to do mathematics. Description Educators taking this seminar will learn how to apply interpersonal, intercultural, and mass communication in their classrooms. As teachers may be reluctant to change their tried and seemingly true methods of teaching mathematics, this unit will encourage mathematics educators to utilize critical thinking to analyze and evaluate cultural situations, be creative in their use of dialogue, learning activities, and technological tools. It will also aid in creating awareness that is practical when making on the spot decisions. Mathematics educators will develop a foundational knowledge of what key information is crucial in incorporating interpersonal, intercultural, and mass communication into their classroom environment. Elements of this foundational knowledge will include the presentation of current research concerning the effects of multicultural and gendered language, awareness of learning ability styles, and the use of technology in the classroom. These workshops will make the connection that through positive communication in their classroom. Their students will have the equal opportunity to learn mathematics that will be pertinent in their everyday life. These life skills include problem solving, logical and adaptive 4 Running head: MATH COMMUNICATION reasoning, clarity in communication, making connections, and having competence and confidence when facing challenges. This unit will offer workshops that will challenge mathematics educators to look within themselves. They will explore and realize their own personal biases concerning cultural and learning diversity in the classroom. They will also learn to step outside their comfort zone in regards to incorporating old and new technology into their lesson plans. This communication training will be for educators in their endeavor to change the perspective that mathematics is a black and white discipline, but a dynamic subject that can be subjective in the way it is taught. Mathematics teachers will explore how to be mindful of the emotions that are involved in student learning and achievement of mathematics. For educators who choose this block of the seminar, three workshops will be offered on the first day, in which they will be provided with a journal to record concepts that will further their interpersonal, intercultural, and mass communication skills. The rotations will consist of an Intercultural Communications for Equal Opportunity, Gender Communication and Mathematics, and Communicating to Different Learning Styles. These three classes are aimed in building teacher’s communication skills for a healthy diverse learning environment integral for the opportunity for success of every student. The following day of the seminar has three rotations with regards to Mass Communication. Since the educators have taken the first step in learning how to create a diverse classroom environment the previous day, these classes will provide additional tools for motivating students of various backgrounds and learning abilities to do mathematics. The focus of these workshops will be on technology in the mathematics classroom, namely Learning with 5 Running head: MATH COMMUNICATION Graphing Calculators, The Internet as a Resource for Learning Activities and Discussions, and Getting Acquainted with the Interactive White Board (IWB). Goal The overarching goal of this unit of the seminar will focus on developing and increasing interpersonal, intercultural, and mass communication strategies in order to motivate students in comprehending the significance of mathematics in their lives. By the end of this unit mathematics educators will be able to apply interpersonal, intercultural, and mass communication skills to create opportunities for students to engage in learning that will aid them in meeting high mathematical standards. Objectives The objectives for the Intercultural Communications for Equal Opportunity portion of this unit are sequenced using a whole-to-part format. This sequence is being used to first introduce culture as a whole and moves to the specific needs of English Language Learners (ELL). This session will take a cognitive and affective approach that highlights the value of diversity in the mathematics classroom. Objectives for this course are as follows: A. By the end of the session, educators will be able to identify cultural differences that they will encounter in the mathematics classroom by participating in a large group discussing and brainstorming session.(Cognitive, Knowledge) B. By the end of the session, educators will be able to make the connection between the responsibility of themselves as the teacher, as well as, their students’ roles in creating a multicultural atmosphere not only in the classroom, but also in their community by expressing thoughts and ideas in their journals. (Affective, Comprehension) 6 Running head: MATH COMMUNICATION C. By the end of the session, educators will compare and contrast the value of using culturally diverse language in the mathematics classroom by presenting their small groups finding to the class. (Cognitive/Affective, Analysis) D. By the end of the session, educators will demonstrate a growth in caring through role playing by being putting themselves in the position of ELL students. (Affective, Application) E. By the end of the session, educators will construct ideas that lead to mathematical competence by creating learning activities that include ELL students in mathematics learning. (Cognitive, Synthesis) F. By the end of the session, educators will disclose a human dimension by sharing their feelings of why they are convinced that having a culturally diverse classroom benefits themselves, their ELL students, and their community. (Affective, Evaluation) The next workshop will be taught on Gender Communication and Mathematics focusing on concepts of interpersonal and intercultural communication. Since many educators are aware of gender differences in society, the sequencing of this workshop will move from known-tounknown in order to delve into newly developing concepts on the issue. It will utilize both cognitive and affective methods through the following objectives: A. By the end of the session, educators will be able to recognize myths and misconceptions regarding the gender learning gap between males and females concerning mathematical learning and outcomes by participating in a large group discussion regarding current facts surrounding this issue. (Cognitive, Knowledge) B. By the end of the session, educators will deduce connections between the common use of gendered language in mathematics classrooms and their own teaching strategies by 7 Running head: MATH COMMUNICATION experiencing a mini experiment and recording their findings in their journals. (Cognitive/Affective, Analysis) C. By the end of the session, educators will role play grammatical exercises by challenging their own beliefs of gendered language use in society. (Affective, Application) D. By the end of the session, educators will create and conduct a short mathematics lesson in which they will refrain from using gendered bias language. (Cognitive, Application/Synthesis) E. By the end of the session, educators will debate the value of allowing emotions in the mathematics classroom by participating in a large group discussion. (Affective, Analysis) The third workshop will be on Communicating to Different Learning Styles based on interpersonal communication techniques. This session will follow the unknown-to-known sequencing to show the need for incorporating learning activities that reach various learning abilities. The follow objectives will be taught in a cognitive and affective manner: A. By the end of the session, educators will critique their own personal learning styles by participating in a learning activity and recording their thoughts in their journals. (Cognitive/Affective, Evaluate) B. By the end of this session, educators will be able to define the three learning styles (visual, auditory, and kinetic) by listing them in their journals. (Cognitive, Knowledge) C. By the end of the session, educators will be able to summarize the value for teaching to various students’ learning styles by writing a reflection in their journals. (Affective, Comprehension) 8 Running head: MATH COMMUNICATION D. By the end of the session, educators will brainstorm mathematics learning activities that appeal to all three learning styles by forming small groups and listing ideas. (Cognitive, Knowledge) E. By the end of the session, small groups will create and present their ideas in a short mathematics lesson that demonstrates teaching to all three learning styles. (Cognitive, Synthesis/Application) The second day of the seminar focuses on obtaining mass communication skills in order to apply them in the mathematics classroom. Educators will learn to incorporate technology into their mathematics classroom through step-by-step sequencing, so the tools can be utilized as a learning resource. These three workshops take a cognitive approach and the objectives are as follows: A. By the end of the day, educators will learn to use graphing calculators, the internet and the IWB by attending sessions that will give instruction on how to use these various tools. (Cognitive, Knowledge) B. By the end of the day, educators will be able to incorporate technological learning tools into mathematics learning activities and lectures by experiencing hands on activities. (Cognitive/Application) C. By the end of the day, educators will be able to execute newly acquired technological skills by creating and conducting short mathematics lessons in large group presentations. (Cognitive, Application/Synthesis) D. By the end of the day, educators will be able to express the importance of reaching as many students as possible through the use of technology by sharing their thoughts in a large group discussion. (Cognitive, Comprehension) 9 Running head: MATH COMMUNICATION The goals and objectives of this unit of the seminar will improve secondary mathematics educator’s interpersonal, intercultural, and mass communication skills. The application of these acquired skills is vital for learning in the mathematics classroom. These courses will benefit mathematics teachers in meeting the new common core standards set forth by the State of Utah. The sessions will also aid educators in producing a healthier classroom setting that is conducive to gaining student cooperation, which is essential for student achievement in mathematics. 10 Running head: MATH COMMUNICATION References Brendefur, J. (2000). Promoting mathematical communication. Retrieved from http://link.springer.com/article/10.1023/A:1009947032694 CCSS. (2012). Implementing the common core state standards. Retrieved from http://www.corestandards.org/ Handal, B. (2003). Teachers’ instructional beliefs about integrating educational technology. Retrieved from http://www.ascilite.org.au/ajet/e-jist/docs/Vol7_No1/Commentary National Science Foundation. (2013). Women, minorities, and persons with disabilities in science and engineering: 2013. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGIQFj AI&url=http://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_digest.pdf&ei=VtP7Up DLKsSarAGcpYHQDQ&usg=AFQjCNHV2V7gHe0tPf15UYuKfi_q1tsbg&sig2=LDpn3E6C89-K0E9gZIOYHA&bvm=bv.61190604,d.aWM University of Northern Colorado. (2013, August 30). The critical role of classroom management. Retrieved from http://www.unco.edu/teach/crm.html