Running head: INTERCULTURAL, INTERPERSONAL, MASS COMMUNICATION
Integrating Communication into the Mathematics Classroom:
Interpersonal, Intercultural, and Mass Communication
Lisa Anger
The University of Utah
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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,
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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
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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
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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)
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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
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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)
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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)
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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.
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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