College mathematics classroom for pre-service teachers: developing students’ ability of communication that promotes deeper learning


  • Su Liang Department of Mathematics, CSUSB,California State University at San Bernardino, United States


Effective mathematical communication;Deeper learning;Classroom culture


This paper reportedthe result of an innovative teaching project in pre-service teacher mathematicsclassrooms. The purpose is to share my experience of building a classroomenvironment of effective communication that not only promotes deeper learningbut also helps students become independent thinker and learner. Some teachingstrategies are discussed.


Artzt, A. F., Armour-Thomas, E., 1992. Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving. Cognit. Instruct., 9, 137-175.

Artzt, A.F., Armour-Thomas, E., Curcio, F.R., 2008. Becoming a reflective mathematics teacher. New York: Lawrence Erlbaum Associates. Ball, D. (1991). Wha t ’sallthistalkabout discourse? Arithmetic Teacher., 39 (3),

- 49 .

Chazan, D., Ball , D., 1999. B e yond being told not to tell. Learn. Math., 19 (2), 2 - 10 .

Clark, K.K., Jacobs, J, Pittman, M.E., Borko, H., 2005. Strategies for Building Mathematical Communication in Middle School Classroom: Modeled in Professional Development Implemented in the Classroom. Current Issue in Middle Level Education., 11(2), 1-12.

Cobb, P., Wood, T., Yackel, E., 1994. Discourse, mathematical thinking, and classroom practice. In contexts for learning: Sociocultural dynamics in children’s development. New York: Oxford University Press.

Hiebert, J., Gallimore, R., Gar nier, H., Givvin, K.B., Hollingsworth , H., Jacobs, J. , etal ., 2 003).Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study (NCES Publication No. 2003-013). Washington, DC: U.S. Department of Education, National Center for Education statistics.

National Council of Teachers of Mathematics., 2000. Principles and standards for school mathematics. Reston, VA: Author.

National Research Council (NRC)., 1999. How people learn: Brain, mind, experience, and school. J.D., Bransford, A.L., Brown., R.R., Cocking (Eds). Washington, DC: National Academy Press.

Ontario Ministry of Education, C.A., 2010. Communication in Mathematics Classroom, retrieved From

Seaman, C.E., Szydlik, J. E., 2007. Mathematical Sophistication among perservice elementary teachers. Journal of Mathematics Teacher Education., 10, 167-182.

Smith, J. P., III. 1996. Efficacy and teaching mathematics by telling: A challenge for reform. J.Res. Math. Educ., 27 (4), 387-402.

Stigler, J.W., Hiebert, J., 1999. The teaching gap. New Yor k : Fr ee Press.Wichelt, L., 2009. Communication: A Vital Skill of Mathematics. University of Nebraska – Lincoln, [email protected] of Nebraska –Lincoln.



How to Cite

Liang, S. . (2014). College mathematics classroom for pre-service teachers: developing students’ ability of communication that promotes deeper learning. Scientific Journal of Pure and Applied Sciences, 3(1), 21-25. Retrieved from