ABSTRACT
The discussion group agreed on a broad definition of communication in the mathematics classroom as embracing those patterns of action, interaction, and discourse taking place between a teacher and children, and among children themselves. In preparing this commentary, I have endeavored to take account of the deliberations of the discussion group, and to place them in the context of several broader issues and questions that arose out of our deliberations. These issues and questions do need further investigation. I hope that, by including them in the report of the discussion group on actual communication, they may help to shape an agenda for research and discussion leading to the next ICME. This commentary reports on at least four issues relating to the theme of the discussion group:
What influences shape communication in the mathematics classroom?
How well does a constructivist theory of learning guide the activities of teachers in their communication with children?
In what ways does constructivism contribute to our understanding of communication between teachers and children?
In what practical ways can classroom communication be improved using a constructivist perspective?
