ABSTRACT
This chapter investigates the strategies for: Introducing terminology, Developing and using conceptual language, Connecting a variety of representations, and Expecting students to always defend their thinking. The chapter also investigates how it is possible to change a language-empty activity into a language-rich activity. Creating language-rich activities requires the purposeful design of an activity and the purposeful use of materials. If people are purposeful in setting up the activity, it can become a group activity with wonderful opportunities to describe shape attributes, name shapes, and introduce transformational geometry terms. A typical language-free individual activity can become language rich. Memory- or concentration-type activities are great for helping students build connections. By adding a defense component, memory or concentration-type games shift from remembering card location to using mathematical language to defend a match or non-match.
