Mathematical Literacy:

Mathematical Literacy:

Are you communicating mathematically in your classroom?

Roland O’Daniel, David CookKCTM Conference, Louisville, KY 2008

The Collaborative for Teaching and Learning Content Literacy- Mathematics Focus

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Getting Things Started

Estimation Activity: Estimate the solution to two of the problems below Show your work, NO CALCULATORS

15% tip on a bill of $32.6510% discount on $452.6340% increase in output of 2.5 tons55% decrease in 12 sq. yards of material

Be prepared to share how you found your answer:


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Estimation Activity (Continued)

Pair with someone who chose the same problem

Compare estimate strategies with neighbor noting differences/similarities

Did you get the same estimate? What were the key steps in the strategies you used?

Note modifications you want to make to your strategy to make your estimates easier & efficient next time


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Estimation Activity (Continued)

Reflect on the activity What literacy skills were used in this

activity?


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Who Are We?

David Cook– Literacy Coach in the Striving Readers

Consortium in KY for Belfry Middle School – 16 years in education- middle grades

math and social studies, and principal Roland O’Daniel

– Educational Program Consultant with CTL – Middle and high school math/social

studies teacher, 15 years experience


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Content Standards- The Workshop

Participants will: Understand the concept of mathematical

literacy and how it supports learning in math classrooms

Reflect on how teacher practice can use literacy as a structure and system for learning

Explore research to understand more about recommendations for the inclusion of literacy in mathematic instruction


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Double Entry Organizer

I wonder what literacy has to do with rigorous high school mathematics?

How to I do reading with my precalculus class?

I think vocabulary would be very important to math teachers!

Collaborative Model for Content Literacy6 sub-domains of literacy

-Vocabulary development

-Reading Comprehension

-Writing to learn-Writing to

Demonstrate-Fluency-Academic Dialogue


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What is Content Literacy? And What does it look like in math class?


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Content

ReadingMultiple texts for multiple purposes

Speaking/ListeningIn a variety of configurationsFor a variety of purposes

WritingWriting to Learn- Symbolic & graphical, as well as textWriting to Use What You Know


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Content Literacy Sub-Domains

The Collaborative Model for Content Literacy prepares teachers to use strategies from these sub-domains to support student content learning– Reading Comprehension– Vocabulary Development– Writing to Learn– Writing to Use What We Know– Verbal Fluency– Academic Dialogue


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Mathematics as a Language Includes elements, notation, syntax, grammar,

vocabulary, conventions, sentence structure, and paragraph structure

Is the language (science) of patterns and change Is a way of thinking about the world Is a necessary ingredient for developing &

demonstrating understanding – both oral & written language

Has language features unparalleled in other languages (for example, theorems expressed using the letter "x" also apply to "b" and "2x – 5").

(Sensible, Sense-Making Mathematics, by Steve Leinwand )


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NCTM:– Communicate their mathematical thinking coherently

and clearly to peers, teachers, and others– Use the language of mathematics to express

mathematical ideas precisely– “The ability to read, listen, think creatively, and

communicate about problem situations, mathematical representations, and the validation of solutions…”

National Mathematics Advisory Panel:– Pictorial representations... Number line

representation… Words also seem to influence the mental representations that children form…

– The best predictors of the ability to solve word problems are computational skills and knowledge of mathematical concepts, as well as intelligence, reading ability, and vocabulary.


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Time for Reflection/Sharing

Take this opportunity to interact with your notes

Turn to your neighbor and share questions or important points

Questions?


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Routines in the Mathematics Classroom

In small group discuss different routines that might be observed in a typical math classroom

Discuss which literacy sub-domains lend themselves most effectively to the mathematics classroom


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Vocabulary Development

Frayer Model– Examples/Non-examples– Characteristics/Model– Definition

Word Wall with Intentional Interactions

Routines developed to scaffold understanding

Ways of representing content-NAGS– Number– Algorithm (Algebra)– Graph– Sentences

Note-taking Writing to clarify

understanding

Writing to Learn


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Traditional Vocabulary Instruction

Word Definition Drawing


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Foldables

How to extend

this strategy into

a strategy that

allows students

to develop/create stronger understanding of the content?


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Multiple Representations


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Interactive Word Wall

Terms Symbols Representations Graphs Student

generated


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Interactive Word Walls

Connections Create

understanding Write using

language of mathematics

Identify Student generated


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Vocabulary Development w/ Frayer Model


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Frayer Model

Adaptations Multiple words

per page Integrate into

routine Develop

understanding

of Characteristics


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Time for Reflection/Sharing

Take this opportunity to interact with your notes

Turn to your neighbor and share questions or important points

Questions?


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Math Notes: Do we see understanding?


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Interactions w/ Material

Developing Understanding


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Obviously a willing student, but notice the students own voice in these interactions.


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Compare/Contrast

Interact with text/information

Organize information

Retention of learning


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Lollipop

Be Creative Multiple

representations Make it Real Don’t just do math/use

math


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How do we help students apply literacy strategies to support content learning?

Take time to teach them how to learn what we need them to learn

Be metacognitive in your instruction – talk with students about how effective learners learn

Collaborate with colleagues for systematic planning to support student learning

Be selective about the strategies you use – make sure that students read, write, speak, listen, and observe in service of learning in your discipline.


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Closing Activities Accessing this presentation:

Questions? Exit Slip

Three points I want to remember.

Something that squared with my beliefs.

Something that keeps going ‘round and ‘round in my head.

Mathematical Literacy:

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