ABSTRACT
Much of the work of science and mathematics classrooms revolves around communication (Ford & Peat, 1988; National Council for Teachers of Mathematics, 2000) of expectations, ideas, procedures, knowledge, outcomes, and next steps. Each form of communication works most usefully when teachers are clear about the form and type they expect to receive and when students know or understand the form and type of communication they should draw from, to communicate eŒectively with teachers about their ideas and understandings.
