Creating a Language Rich

Math Classroom Dimitra Korogiannis

Fordson High School Math Teacher

Language Rich Math ClassroomObjectives

Content Objectives

Teachers will identify classroom strategies that will begin to create a language rich math classroom

Language Objectives

Teachers will discuss and summarize the strategies that will begin to create a language rich math classroom

Linguistic Rich Math ClassroomResources

Mathematical Conversations to Transform Algebra Class

Gives 3 examples of conversations to help transform your Algebra classroom

Using Literacy Strategies to Teach Precalculus and Calculus

Provides examples of strategies that can be used in all math classrooms, but gives specific examples for Calculus

Language Rich Math ClassroomMy Background

Linguistics

How many languages do you speak?

Raise your hand if you are bilingual.

Raise your hand if you are trilingual.

Which languages do you speak?

Did anyone mention math?

Discuss math as a language

Iblog

Iblog.dearbornschools.org/korogiannispd/

Linguistic Rich Math Classroom

Value of transforming your math classroom into a language rich environment

Language Rich Math ClassroomMath is a language.

Students have inexperience with reading mathematics

Reading math is different

Creating a language rich math classroom goes beyond story problems

Be sensitive to students

Vocabulary can be overwhelming

Language Rich Math ClassroomHow?

Provide clear definitions

Interact with math

Explain etymology of words

Frayer Models

Create Word Walls

Language Rich Math ClassroomClassroom Culture

Conversations and practices

Traditionally math classrooms focus on practices

Help students recognize the strengths and weaknesses of their own interpretation

Build on student ideas

Make Math come alive!

Develop norms

Language Rich Math ClassroomClear Definitions

Reduces the language barrier

Discover definitions using GSP

Discover definitions using patty paper

Write definitions using classify and differentiate

Language Rich Math ClassroomClear Definitions

Precise

Mathematical terms

Student discovered and written

Language Rich Math ClassroomDiscover Clear Definitions

Objective:

Students will demonstrate understanding of basic geometry terms.

Students will write definitions

Language Rich Math ClassroomDiscover Clear Definitions using

GSP Makes geometry come alive

Provides instant feedback

Basic sketchpad commands match the basics of geometry

Create a sketch, discover a theorem or definition

Thus reducing the language barrier

Language Rich Math ClassroomCultivate the Culture

Discuss the definitions

Place the words on the word wall as students discover definitions

Model how students should organize their definitions (My class will do on a foldable)

Provide time for students to

Pair share

Share in a square

Language Rich Math ClassroomDiscover Clear Definitions using

GSPToolbar and Toolbox Discover Point

Select the first icon with the dot

On the screen there is an arrow with a dot. Stop the arrow where you would like to place your point.

The dot is highlighted.

Select Display

Select Show label

Create another point and label it

Language Rich Math ClassroomDiscover Clear Definitions using GSP

Extensions

Ask students to continue to practice creating and labeling points

How are students labeling points?

To automatically label new points:

Edit/Preferences/Test

Language Rich Math ClassroomDiscover Clear Definitions using GSP

Construct a line

Select two points C and D

Select Construct

Select Line

Language Rich Math ClassroomDiscover Clear Definitions using GSP

Construct a Segment

Select two points A and B

Select Construct

Select Segment

Language Rich Math ClassroomCultivate the Culture

Compare the constructions to encourage discussion

Sample Questions:

How can a line have an infinite length when it is made of points with no size?

Language Rich Math ClassroomDiscover with GSP

Midpoint Select the segment

Not the endpoints (opportunity to discuss endpoints)

Select Construct

Select Midpoint

(If students are not selecting the segment then they will not be able to select the midpoint.)

Move point C.

My initial thought is________

Now I am thinking ___________because…

Language Rich Math ClassroomDiscover with GSP

Midpoint Select the line

Select Construct

Select Midpoint

What do you notice?

Language Rich Math Classroom Algebra or Coordinate Geometry

Midpoint Formula Left click to select point

Right click to select coordinates

Use midpoint formula

Language Rich Math ClassroomCultivate the Culture

How to label a segment

Measure the segment. It will show the label

My initial thought was ________________ and now I am thinking _____________

Language Rich Math Classroom Write Clear Definitions (Serra 48)

Classify your term. What is it? Differentiate your term. How does it differ from others

in that class? Test your definition with a counterexample.

Example:

A square is a 4 sided figure that has four congruent sides and four right angles.

Annotate to introduce each word

You have introduced more academic vocabulary– classify, differentiate, counterexample

Language Rich Math Classroom Clear Definitions (Serra 48)

Define the following terms:

Parallel lines

Perpendicular lines

Language Rich Math Classroom Clear Definitions (Serra 48)

Parallel lines are lines in the same plane that never meet

Perpendicular lines are lines that meet at 90 degree angles.

Language Rich Math ClassroomCultivating Conversation.

Why is it important to state that parallel lines are in the same plane

Language Rich Math ClassroomEtymology of Words

Geometry

Polynomial

Pentagon

Language Rich Math ClassroomHave Fun with Words

What did the acorn say after it grew up?

Gee, I’m a tree! (geometry)

Coplanar

What other words begin with co?

Points No measure

Lines length

Planes are two-dimensional Length

Height

Space is three-dimentsional Length

Width

Height

Language Rich Math Classroom Resources

Serra, M. (2003). Discovering geometry: An investigative approach (3rd ed.). Emeryville, CA: Key Curriculum Press.

Szydlik, J. (2015). Mathematical Conversations to Transform Algebra Clas. The Mathematics Teacher, 108(9), 656-661. Retrieved July 27, 2015.

Tena, R., & Debra, G. (2015). Using Literacy Strategies to Teach Precalculus and Calculus. The Mathematics Teacher, 108(9), 672-678. Retrieved July 27, 2015.

Kimberling, C. (2003). Geometry in action: A discovery approach using the Geometer's Sketchpad. Emeryville, CA: Key College Pub.