• School Mathematics
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• v.17 no.2
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• pp.223-239
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• 2015

This study focused on classroom dialogue for communicating spatial information which is supposed to be implemented through learning activities using building-blocks. Even though mathematics textbooks for $2^{nd}$ graders have activities which require abilities of explaining and understanding some spatial information, we know few about how mathematical communication between teacher and students or among students and which strategies are more effective. For this reason, two building-block lessons for $2^{nd}$ graders were observed. The characteristics of teachers' instruction and students' explanation were identified and the mathematical communication between teachers and students or among students was analyzed. As a result, mains factors of impeding students' explanation and understanding were induced and the types of their communication were classified. Based on these results, several teaching strategies for effective communication in buildingblock lessons were suggested.