Effectively applied, drama activity methods can play importante role in transforming and supporting teaching.

The objective to enhance effectiveness of the processes of the development of communicative competence induces turning back to the opportunities proposed by training through arts, specifically through drama activity. Conception of communicative competence of primary school age students is founded on the communication and competence definitions: communication is the activity of conveying information, based on the principle of dialogue, through the exchange of thoughts, messages, experiences, as by verbal or nonverbal interaction, seeking mutual understanding and competence is the entirety of knowledge, abilities, and valuebased attitudes necessary for successful development/self-development and daily life. Pradinio ir pagrindinio ugdymo bendrosios programos (patvirtinta LR švietimo ir mokslo ministro 2008 m. The development of communicative competence is one of the most distinct priorities in contemporary education system in Lithuania (Lietuvos valstybinė švietimo strategija 2013–2022 m. In other words, their mathematical representations and solution explanations became more accurate after the learning activity. The results showed that students' math creations became clearer and more efficient.

Additionally, math creations were analyzed for assessing students' formative development. The result indicated that the experimental group outperformed the control group in the assessment. Both groups were evaluated by using a mathematical communication ability assessment. While the control group received one-to-one self-learning mathematical materials and teacher-led instruction, the experimental group was engaged in computer-supported reciprocal peer tutoring in the same environment with the same materials. An experiment involving 51 second-graders was conducted to evaluate their improvement in mathematical communication abilities. A reciprocal peer-tutoring-enhanced mathematical communication system was designed for supporting students' math creations and reciprocal peer-tutoring activities. Students were encouraged to generate math creations (including mathematical representation, solution, and solution explanation of word problems) as their teaching materials and reciprocally tutor classmates to increase opportunities for mathematical communication during a semester.

This study examined how to foster pupils' mathematical communication abilities by using tablet PCs.

Buku osn matematika sma .pdf