Development of Mathematical Communication in Problem Solving Groups By Language Minority Students

This article is an examination of mathematical communication in two algebra classes with ESL students. Using videotaped data, the author found that students in one classroom engaged in very little mathematical communication, most of which was oriented toward simple answers and fragmented procedural descriptions. This is attributed to instructional decisions that minimized the authority and use of small groups, and students' difficulties with the mathematical register in both English and Spanish. This contrasted with the other classroom in which students engaged in extensive mathematical communication in small and large group formats. The paper discusses how small groups facilitate the development of communicative competence and the potential value of computers for stimulating discussion.