Silent method for mathematics instruction: An overview of teaching subsets

Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction...

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Bibliographic Details
Main Authors: Sugiman, Apino, Ezi
Format: Conference Proceeding
Language:English
Subjects:
Classrooms
Human communication
Mathematical analysis
Mathematics
Prototyping
Teachers
Teaching
Verbal communication
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Summary:Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the ‘rule of the game’. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student’s understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.
ISSN:0094-243X
1551-7616
DOI:10.1063/1.4983953