It is important for students to present and talk about their mathematical findings to their peers as it allows them to practice communication skills, receive feedback on their work, and learn from their classmates’ approaches to problem-solving.

## For more information read below

Presenting and talking about mathematical findings to peers is a crucial aspect of learning mathematics. This activity fosters the development of communication skills, critical thinking, and problem-solving abilities. According to the National Council of Teachers of Mathematics (NCTM), communication is an essential component of mathematics education. “Students must learn to read, write, speak, listen, and use language to make sense of mathematics, to communicate about mathematics, and to reason mathematically” (NCTM, 2014).

By discussing and sharing their mathematical discoveries with their peers, students can receive feedback on their work, which helps to identify their strengths and weaknesses. Peers can provide alternative perspectives on the same problem, which can lead to a deeper understanding of mathematical concepts. In addition, it provides an opportunity for students to improve their presentation skills and learn how to articulate their ideas clearly.

Moreover, learning from other students’ approaches to problem-solving can be beneficial. When presented with the same problem, students may approach it differently. By listening to their peers’ strategies and thought processes, other students may discover new and innovative ways of solving problems. This fosters a collaborative problem-solving culture among students and helps to build a sense of community.

As the famous mathematician John C. Polanyi stated: “If you can’t explain it simply, you don’t understand it well enough.” By explaining mathematical concepts, students solidify their understanding and gain confidence in their abilities. In addition, by presenting their findings, students learn to justify their reasoning, building on their critical thinking and problem-solving skills.

Here is an informative table highlighting some of the benefits of peer presentations in mathematics education:

Benefits of Peer Presentations in Mathematics Education |
---|

1. Develops communication skills |

2. Provides opportunities for feedback and improvement |

3. Encourages alternative perspectives |

4. Fosters a collaborative problem-solving culture |

5. Improves presentation skills |

6. Builds a sense of community |

7. Solidifies understanding and builds confidence |

8. Encourages critical thinking and problem-solving |

In conclusion, peer presentations and discussions of mathematical findings provide an opportunity for students to develop crucial skills such as communication, critical thinking, and problem-solving. It allows students to receive feedback and learn from peers while building a collaborative and supportive learning environment. As stated by the NCTM, communication is an essential component of mathematics education, and peer presentations help to facilitate meaningful communication among students.

**Watch a video on the subject**

In a scene from the movie Wonder, a group of kids take turns sharing two unique things about themselves as an exercise in self-reflection and personal sharing. One kid talks about his transition from Wall Street to teaching, another about their love of video games and a new ping pong table, and a third, Summer, shares a quote about choosing kindness over being right.

## Some further responses to your query

Talking about math thinking can help students learn more and be more motivated to learn. Discourse, or engaged, accountable conversations about mathematical content, plays a key role in a math workshop. Kids that talk through math problems in the classroom setting are better able to develop the social skills needed to connect to their peers, their teachers, and other individuals in their life.

Research suggests that when students talk more about their math thinking, they are more motivated to learn and they learn more. Talking about math thinking can also serve as a stealth form of assessment, giving teachers insight into what students have mastered and where they still need help.

Learners can tackle more challenging problems collaboratively than they could independently; their comprehension is catalyzed by hearing the thinking of their peers. For this reason, discourse—engaged, accountable conversations about mathematical content—plays a key role in a math workshop.

Kids that talk through math problems in the classroom setting are better able to develop the

social skillsneeded to connect to their peers, their teachers, and other individuals in their life.

Research suggests that when students talk more about their math thinking,

they are more motivated to learn and they learn more. Talking about math thinking can also serve as a stealth form of assessment, giving teachers insight into what students have mastered and where they still need help.

Well, yeah, why not?

Mazur’s innovation is to import and adapt insights on learning and teaching from k-12 and apply them to the large college lecture. This is a hugely difficult task, because what we know works best for students is made difficult by a lot of the structures of college courses. For instance, we know that when students have an opportunity to attempt to solve a problem, they’ll better appreciate an explanation of the solution. But where do you find time for that in a class that meets just twice a week? How do you support students when they get stuck on a problem when you have 40 people enrolled in your class? And won’t this go slowly? How will we finish all the material on the syllabus?

I would have a lot of trouble applying what I do with 4th, 9th, and 11th graders to a university math course.

But Mazur has figured out a way to make some of these things work in a way that’s palatable to the university environment. So, why not? His techniques aren’t based on idiosyncra…

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**improved understanding of the concepts discussed, more confidence in their grasp of the material, and improved communication skills**.

**helps all involved understand the ideas at hand**. Research, such as the work led by education researchers Suzanne Chapin and Beth Herbel-Eisenmann, has shown how math talk supports learning. It can improve memory and understanding; aid the development of language and social skills; and boost confidence and interest in math.

**benefits all the students and deepens their understanding of math concepts**. The teacher listens as students converse about their problem-solving process.

**worked examples**” – problems that have been worked out by someone else, perhaps a hypothetical student – to improve student learning.

**helps all involved understand the ideas at hand**. Research, such as the work led by education researchers Suzanne Chapin and Beth Herbel-Eisenmann, has shown how math talk supports learning. It can improve memory and understanding; aid the development of language and social skills; and boost confidence and interest in math.

**benefits all the students and deepens their understanding of math concepts**. The teacher listens as students converse about their problem-solving process.