Abstract

The 2018 General Education Mathematics Curriculum identifies mathematical communication competence as one of five core mathematical competencies to be developed in students. In grade 4 fractions instruction, students need opportunities not only to perform calculations but also to present, explain, and exchange mathematical ideas. This study proposes a procedure for using the think-pair-share (TPS) technique to develop students’ mathematical communication competence when learning fractions. The procedure comprises two stages: designing learning tasks that promote mathematical communication and implementing teaching activities using TPS. These stages provide opportunities for students to reflect on, discuss, and present mathematical ideas and refine their understanding. The use of TPS helps create an interactive learning environment that supports the development of students’ communication skills, mathematical reasoning, and use of mathematical language as they learn fractions.

Keywords: Grade 4, mathematical communication competence, teaching fractions, think-pair-share.