Mathematical Literacy Roland ODaniel Jo Ann Mosier KCTM
- Slides: 18
Mathematical Literacy Roland O’Daniel, Jo Ann Mosier KCTM October 2007
Standards for the Day n n Explore the research on teaching and learning mathematics Discuss and determine a working definition of mathematical literacy Examine effective models of literacy in Mathematics classrooms Plan for balanced instruction and integration of key literacy strategies in the Mathematics classroom
What is Mathematical Literacy?
National Council of Teachers of Mathematics on Instruction n The Teaching Principle n The Learning Principle n Communication (Principals and Standards for School Mathematics, NCTM, 2000)
NCTM Recommendations Instructional programs from pre-kindergarten through grade 12 should enable all students to — n organize and consolidate their mathematical thinking through communication; n communicate their mathematical thinking coherently and clearly to peers, teachers, and others; n analyze and evaluate the mathematical thinking and strategies of others; n use the language of mathematics to express mathematical ideas precisely. (Principals and Standards for School Mathematics, NCTM, 2000, p. 60)
NCTM Recommendations Effective teaching requires-n n n knowing and understanding mathematics, students as learners, and pedagogical strategies. a challenging and supportive classroom learning environment. continually seeking improvement. Technology is essential in teaching and learning mathematics (Principals and Standards for School Mathematics, The Teaching Principle, NCTM, 2000)
Reading Next Recommendations n To Build Adolescent Literacy Skills n n n n Embed effective instructional principles into content learning Apply motivating and self-directed learning strategies Provide direct strategy instruction Engage students in collaborative work around rigorous material and concepts Use diverse texts Implement an intensive cross-disciplinary writing approach Provide extended time and opportunities for literacy work (Reading Next, Alliance for Excellent Education, 2004)
Reading Next Recommendations n To Build Adolescent Literacy Skills n n n Engage in professional development that is longterm and ongoing Work in teams to plan for strategy use Apply technology as a learning and literacy tool Gather evidence about student skills, both formative and summative and respond to that evidence through appropriate instruction Provide strategic intervention for those students who have specific learning difficulties (Reading Next, Alliance for Excellent Education, 2004)
Goals of Literacy in Support of Learning Mathematics To apply literacy-based strategies in service of learning across the content disciplines n To allow students the opportunity to continually practice and apply basic literacy skills n To encourage student engagement in learning through use of active strategies n
How are you intentionally developing/implementing: Vocabulary Development n Reading Comprehension n Writing to Learn n Writing to Use What You Know n Verbal Fluency n Academic Dialogue n
Vocabulary Development What does Vocabulary Development look like in mathematics classrooms? Strategies: n Graphic Organizer (i. e. Frayer Model) n Word Wall with Intentional Interactions n Routines Developed to Scaffold Understanding
Reading Comprehension How and what are your students purposely reading in your mathematics classrooms? n How are you intentionally providing your students opportunities to read mathematically? n
Writing to Learn Writing to clarify understanding and organize thinking n Ways of representing content. NAGS n Number n Algorithm n Graph n Sentences n
Writing to Use What You Know n WRITING to DEMONSTRATE LEARNING n n n Audience: teacher/assessor Purpose: to show knowledge of content, concepts, or process WRITING for PUBLICATION (pieces suitable for the writing portfolio assessment) n n Audience: someone other than the teacher Purpose: to accomplish a “real-world” task/objective
Verbal Fluency n What does it mean to develop mathematical fluency? n How are you intentionally impacting your students mathematical fluency?
Academic Dialogue What kind of discussions are important to have in mathematics classes? n How are you developing your students ability to communicate mathematically? n
Focus on a Mathematically Literate Classroom n n n How do we intentionally have students interacting with, and constructing meaning about mathematics content? How do we intentionally have students communicating understanding of mathematics content? How does/can mathematical literacy support higher level DOK instruction in mathematics classrooms?
How does Content Literacy support the learning of mathematics?
- Mathematical economics vs non mathematical economics
- Elevation map grade 12 maths lit
- Mathematical literacy grade 10 measurements
- Water tariffs maths lit grade 12
- Types of maps in maths lit
- Exchange rate maths literacy grade 12
- Mathematical literacy grade 12 maps and scales
- Math literacy grade 12
- Mathematical literacy grade 10 measurements
- Maps and plans maths lit grade 12
- Finance maths lit grade 10
- Credit meaning in maths literacy
- Maths literacy level 3
- Measurement maths literacy grade 12
- Mathematical literacy grade 12 finance and measurement
- Difference between mathematics and mathematical literacy
- Mathematical literacy grade 11 simple and compound interest
- Packaging mathematical literacy grade 12
- Tall tale characters