Re-visioning curriculum: Towards communicative competence
Faculty of Community Services, Education and Social Sciences
School of Education
In this paper I review theory on communicative competence and identify characteristics of competent spoken performance in a Year 12 mathematics class. Key actions of the teacher were that he asked open-ended questions, accepted responses that he did not expect and attended to student interpretation. Key actions by students were that they joined discussion and offered ideas without waiting to be nominated by the teacher. The nature of the teaching can inform teaching practice in all classrooms.