Mathematics, in and of itself, is a language— reading notations, writing solutions, and communicating explanations. The importance of developing mathematical fluency is frequently overshadowed by an emphasis on implementation of memorized formulas in mathematics classrooms. The National Council of Teachers of Mathematics (NCTM) has recognized the relevance of using mathematics as a language as early as 1989 and promotes learning to communicate mathematically as a major goal for students. Hufferd-Ackles, Fuson, and Sherin (2004) recognize the importance of a math-talk community in the classrooms to encourage students’ understanding of mathematics. This self-study focuses on the advantages of writing, reading, and speaking mathematics in students’ learning. It is conducted the study in two Algebra II classes at a rural high school in Central Illinois. Different activities, students’ work, and analyzed personal reflective journals are content analyzed to draw conclusions on the ways these instructional activities promote mathematical fluency and mathematical understanding.
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