Considering Instructional Communication

Research from contexts with very different mathematical outcomes in early grade mathematics has tended to describe instructional communications in terms of rote teaching of procedures. But this blunt description fails to explain the differences in mathematical outcomes for children. In this keynote, I draw from examples of instructional explanations and evaluations of instructional communication offered in different outcome contexts to probe beneath the surface of rote teaching. I suggest that listening to teachers as they engage with mathematical tasks and explanations provides windows into understanding broader orientations to instruction, and that these orientations are important aspects to take into account in our work in professional development.

Communication in Mathematics: Big Ideas and the Challenge of Impact

Research on communication in mathematics has generated powerful ideas about how classroom talk can shape students’ opportunities to learn and understand mathematics. Yet, the impact of this research on everyday teaching remains limited—students still struggle far more than necessary. In this keynote, I will highlight central insights from the field of mathematical communication and explore how these ideas can impact teacher education and practice. Drawing on examples from drama-based approaches, rehearsals, and a deeper integration of practicum into teacher education, I will argue for a stronger focus on impact.