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Mathematical Literacy

Mathematical Literacy. Roland O’Daniel, Jo Ann Mosier KCTM October 2007. Standards for the Day. 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

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Mathematical Literacy

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  1. Mathematical Literacy Roland O’Daniel, Jo Ann Mosier KCTM October 2007

  2. Standards for the Day • 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

  3. What is Mathematical Literacy?

  4. National Council of Teachers of Mathematics on Instruction • The Teaching Principle • The Learning Principle • Communication (Principals and Standards for School Mathematics, NCTM, 2000)

  5. NCTM Recommendations Instructional programs from pre-kindergarten through grade 12 should enable all students to— • organize and consolidate their mathematical thinking through communication; • communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • analyze and evaluate the mathematical thinking and strategies of others; • use the language of mathematics to express mathematical ideas precisely. (Principals and Standards for School Mathematics, NCTM, 2000, p. 60)

  6. NCTM Recommendations Effective teaching requires-- • 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)

  7. Reading Next Recommendations • To Build Adolescent Literacy Skills • 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)

  8. Reading NextRecommendations • To Build Adolescent Literacy Skills • Engage in professional development that is long-term 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)

  9. Goals of Literacy in Support of Learning Mathematics • To apply literacy-based strategies in service of learning across the content disciplines • To allow students the opportunity to continually practice and apply basic literacy skills • To encourage student engagement in learning through use of active strategies

  10. How are you intentionally developing/implementing: • Vocabulary Development • Reading Comprehension • Writing to Learn • Writing to Use What You Know • Verbal Fluency • Academic Dialogue

  11. Vocabulary Development What does Vocabulary Development look like in mathematics classrooms? Strategies: • Graphic Organizer (i.e. Frayer Model) • Word Wall with Intentional Interactions • Routines Developed to Scaffold Understanding

  12. Reading Comprehension • How and what are your students purposely reading in your mathematics classrooms? • How are you intentionally providing your students opportunities to read mathematically?

  13. Writing to Learn • Writing to clarify understanding and organize thinking • Ways of representing content-NAGS • Number • Algorithm • Graph • Sentences

  14. Writing to Use What You Know • WRITING to DEMONSTRATE LEARNING • Audience: teacher/assessor • Purpose: to show knowledge of content, concepts, or process • WRITING for PUBLICATION (pieces suitable for the writing portfolio assessment) • Audience: someone other than the teacher • Purpose: to accomplish a “real-world” task/objective

  15. Verbal Fluency • What does it mean to develop mathematical fluency? • How are you intentionally impacting your students mathematical fluency?

  16. Academic Dialogue • What kind of discussions are important to have in mathematics classes? • How are you developing your students ability to communicate mathematically?

  17. Focus on a Mathematically Literate Classroom • How do we intentionally have students interacting with, and constructing meaning about mathematics content? • How do we intentionally have students communicatingunderstanding of mathematics content? • How does/can mathematical literacy support higher level DOK instruction in mathematics classrooms?

  18. How does Content Literacy support the learning of mathematics?

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