Abstract:

The teaching and learning processes in the Malaysian secondary mathematics curriculum emphasizes concept building as well as skill acquisition. Communication in mathematics is one of the main elements focused in the teaching and learning mathematics in classrooms. As stated in the curriculum, communication is an essential means whereby ideas can be shared and clarification of mathematical understanding can be enhanced. Based on an ongoing qualitative research that looks into the way teachers interpret and translate the mathematics curriculum in their classrooms, this paper reports on the actions and communication style of two secondary school teachers in their mathematics classrooms and it provides a sense of the degree of interaction that signifies the culture of mathematics teaching in Malaysian classrooms. Seemingly, its uncontroversial that the nature of classroom discourse influences learning. Whilst teachers’ indication in the classrooms and the sort of interaction in which the teacher and students engage must have some effect on learning amongst the students, teachers’ oral competence is deemed a valuable teaching accessory. Definitions and descriptions associated with symbolism and the establishment of rules and procedures dominated the delivery of lessons. The results are indicative of a general ‘culture’ for the teaching and learning of mathematics within Malaysian schools and evidenced the intentional teaching of procedural learning and competence with a limited encouragement of more sophisticated mathematical understanding. Teaching was essentially instrumental indicating that symbolism was communicated without semantics, and rules and procedures communicated without context. The focus upon procedural competence indicated within the mathematics classrooms are falling short of the intentions encapsulated within the curriculum.

Keywords:

Communications, indication, teaching, learning, oral competence, understanding.