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Mixing math and literacy presentation.pptx

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The document discusses meaningful collaboration between school librarians and math teachers to develop students' mathematical literacy. It provides examples of how librarians can support math instruction through reading strategies, vocabulary development, inquiry projects, and identifying relevant resources. Specific strategies discussed include using graphic organizers to read math problems, developing math word walls and personal dictionaries, and providing real-world examples through library materials like books and online resources. The document emphasizes that literacy is essential for mathematical success and librarians can help students comprehend math as a language.

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Mixing Math and Literacy Meaningful School Librarian/Math Teacher Collaboration Alicia Gillean School Librarian Jenks West Intermediate School
Solve this math problem Die Skala einer Landkarte ist 1 Inch fur je 5 Meilen. Wie Weit wurde der Abstand auf der Karte sein fur eine gerade Straise, die 20 Milen lang ist? Bitte erklaren Sie. Thompson, Kersaint, Richards, Hunsader,& Rubenstein, 2008, pg. 10
Relationship between math and literacy Math requires competence with two languages (Kester, Bardsley, Bach, Gibbs-Brown, 2009) Many math teachers trained in teaching only one of the languages School librarian ideal partner Every student MLL: Mathematics Language Learner (Thompson, et.al, 2008)
Multiple Literacies Reading Writing Speaking Listening Viewing Interpreting representations. (Thompson, et al., 2008)
Roles of School Librarian in Math Instruction Meaningful integration of math and literacy Collaboration Reading strategies Vocabulary Writing Inquiry-driven projects Technology Gathering resources (print and nonprint)
Collaboration: Reading To help our students become independent learners in our classes and to prepare our students for advanced study in the future, we need to help them learn the language of mathematics, including the way the text is presented in technical text. That is, they need to learn how to apply their existing reading and interpretation skills to mathematics language (written and oral), including attention to the unique characteristics of mathematics vocabulary and symbols that influence their ability to read mathematical text with understanding. (Thompson et al., 2008, pg. 21)
Challenges faced when reading math: Background information? Information present? Missing information? What is being asked? Text arrangement? (Thompson et al., 2008, pg. 53)
Reading Strategies Determine what is important Recognize and repair confusion Negotiate difficult reading situations Remember key words used in previous chapters and use them in subsequent chapters Figure out unknown vocabulary Remember what you read Infer meaning Tovani, 2004, pg. 31
Strategies for reading math problems: Read slowly and pause often Read with a pencil in hand for notes, labels, and diagrams Use graphic organizers (KWC Chart) Every word and symbol is important; dont skim (Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)
Strategies for reading math problems: Think about related problems Read instructions carefully Pay attention to the figures and tables Use pre-reading strategies like: Scanning text for unknown words Identifying prefixes and roots Read more than once (Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)
Text Features Two languages: Mathematical and English Succinct text: every word important Definitions Real World Applications Historical References Tables Graphs and charts Bold, underlined, italic text
Collaboration: Vocabulary Essential for mathematical literacy Different meanings in math than traditional English Must understand math vocabulary to use it in speech and writing. Use 30 times before owning it (Thompson et al., 2008)
Vocabulary Instruction Ideas Math word wall Personal dictionary Modeling while reading math text Multiple representations chart
Multiple Representations Chart Mathematical Example Real-Life Example Visual Example Explanation in Words
Collaboration: Inquiry-driven projects Teaching for mathematical power requires providing experiences that stimulate students curiosity and build confidence in investigating, problem solving, and communication. (Zemelman et al.,1998, pg. 89)
Collaboration: Inquiry-driven projects Similar skills for math and information literacy: Problem solving Questioning Justify answers and solutions (Zelman) Draw logical conclusions Develop thinking and reasoning skills (Fleming, 2004 & Zemelman et al., 1998, pg. 105)
Collaboration: Inquiry-driven projects Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems (Common Core, 2010)
Resources Math can be best understood with real- world applications (Fleming, 2004) Library rich with resources for pictures, charts, statistics, graphs, etc. Electronic resources
Resources Picture books in math Poetry in math Math Talk: Mathematical ideas in poems for two voices
Integers Were positive We include zero Were not fractions But whole quantities Were negative We include zero Nor decimals But whole quantities
Wrapping it up Math and literacy are not mutually exclusive Literacy is essential for mathematical success School librarians and math teachers can work together to help students develop mathematical literacy.
The scale for the map is 1 inch: 5 miles. How long would the distance on the map be for a straight road that is 20 miles long? Please explain.
References Common Core Standards Initiative (2010). Common Core State Standards for Mathematics. Retrieved from http://corestandards.org/assets/CCSSI_Math%20Standards.pdf Fleming, D. (2004) Let me count the ways. School Library Journal, 50(8), 42-44. Hyde, A. (2006). Comprehending math. Portsmouth, NH: Heinemann. Kester Phillips, D.C., Bardsley, M.E., Bach, T., Gibbs-Brown, K. (2009). But I teach math! The journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction. Education, 129(3), 467-472.
References Pappas, T. (1991). Math talk: Mathematical ideas in poems for two voices. San Carlos, CA: Wide World Publishing, 52. Thompson, D.R., Kersaint, G., Richards, J.C., Hunsader, P.D., Rubenstein, R.N. (2008). Mathematical literacy. Portsmouth, NH: Heinemann. Tovani, C. (2004). Do I really have to teach reading?. Portland, ME: Stenhouse. Zemelman, S., Daniels, H., Hyde, A. (1998). Best practices: New standards for teaching and learning in Americas schools (2nd ed). Portsmouth, NH: Heinemann.

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Mixing math and literacy presentation.pptx

  • 1. Mixing Math and Literacy Meaningful School Librarian/Math Teacher Collaboration Alicia Gillean School Librarian Jenks West Intermediate School
  • 2. Solve this math problem Die Skala einer Landkarte ist 1 Inch fur je 5 Meilen. Wie Weit wurde der Abstand auf der Karte sein fur eine gerade Straise, die 20 Milen lang ist? Bitte erklaren Sie. Thompson, Kersaint, Richards, Hunsader,& Rubenstein, 2008, pg. 10
  • 3. Relationship between math and literacy Math requires competence with two languages (Kester, Bardsley, Bach, Gibbs-Brown, 2009) Many math teachers trained in teaching only one of the languages School librarian ideal partner Every student MLL: Mathematics Language Learner (Thompson, et.al, 2008)
  • 4. Multiple Literacies Reading Writing Speaking Listening Viewing Interpreting representations. (Thompson, et al., 2008)
  • 5. Roles of School Librarian in Math Instruction Meaningful integration of math and literacy Collaboration Reading strategies Vocabulary Writing Inquiry-driven projects Technology Gathering resources (print and nonprint)
  • 6. Collaboration: Reading To help our students become independent learners in our classes and to prepare our students for advanced study in the future, we need to help them learn the language of mathematics, including the way the text is presented in technical text. That is, they need to learn how to apply their existing reading and interpretation skills to mathematics language (written and oral), including attention to the unique characteristics of mathematics vocabulary and symbols that influence their ability to read mathematical text with understanding. (Thompson et al., 2008, pg. 21)
  • 7. Challenges faced when reading math: Background information? Information present? Missing information? What is being asked? Text arrangement? (Thompson et al., 2008, pg. 53)
  • 8. Reading Strategies Determine what is important Recognize and repair confusion Negotiate difficult reading situations Remember key words used in previous chapters and use them in subsequent chapters Figure out unknown vocabulary Remember what you read Infer meaning Tovani, 2004, pg. 31
  • 9. Strategies for reading math problems: Read slowly and pause often Read with a pencil in hand for notes, labels, and diagrams Use graphic organizers (KWC Chart) Every word and symbol is important; dont skim (Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)
  • 10. Strategies for reading math problems: Think about related problems Read instructions carefully Pay attention to the figures and tables Use pre-reading strategies like: Scanning text for unknown words Identifying prefixes and roots Read more than once (Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)
  • 11. Text Features Two languages: Mathematical and English Succinct text: every word important Definitions Real World Applications Historical References Tables Graphs and charts Bold, underlined, italic text
  • 12. Collaboration: Vocabulary Essential for mathematical literacy Different meanings in math than traditional English Must understand math vocabulary to use it in speech and writing. Use 30 times before owning it (Thompson et al., 2008)
  • 13. Vocabulary Instruction Ideas Math word wall Personal dictionary Modeling while reading math text Multiple representations chart
  • 14. Multiple Representations Chart Mathematical Example Real-Life Example Visual Example Explanation in Words
  • 15. Collaboration: Inquiry-driven projects Teaching for mathematical power requires providing experiences that stimulate students curiosity and build confidence in investigating, problem solving, and communication. (Zemelman et al.,1998, pg. 89)
  • 16. Collaboration: Inquiry-driven projects Similar skills for math and information literacy: Problem solving Questioning Justify answers and solutions (Zelman) Draw logical conclusions Develop thinking and reasoning skills (Fleming, 2004 & Zemelman et al., 1998, pg. 105)
  • 17. Collaboration: Inquiry-driven projects Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems (Common Core, 2010)
  • 18. Resources Math can be best understood with real- world applications (Fleming, 2004) Library rich with resources for pictures, charts, statistics, graphs, etc. Electronic resources
  • 19. Resources Picture books in math Poetry in math Math Talk: Mathematical ideas in poems for two voices
  • 20. Integers Were positive We include zero Were not fractions But whole quantities Were negative We include zero Nor decimals But whole quantities
  • 21. Wrapping it up Math and literacy are not mutually exclusive Literacy is essential for mathematical success School librarians and math teachers can work together to help students develop mathematical literacy.
  • 22. The scale for the map is 1 inch: 5 miles. How long would the distance on the map be for a straight road that is 20 miles long? Please explain.
  • 23. References Common Core Standards Initiative (2010). Common Core State Standards for Mathematics. Retrieved from http://corestandards.org/assets/CCSSI_Math%20Standards.pdf Fleming, D. (2004) Let me count the ways. School Library Journal, 50(8), 42-44. Hyde, A. (2006). Comprehending math. Portsmouth, NH: Heinemann. Kester Phillips, D.C., Bardsley, M.E., Bach, T., Gibbs-Brown, K. (2009). But I teach math! The journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction. Education, 129(3), 467-472.
  • 24. References Pappas, T. (1991). Math talk: Mathematical ideas in poems for two voices. San Carlos, CA: Wide World Publishing, 52. Thompson, D.R., Kersaint, G., Richards, J.C., Hunsader, P.D., Rubenstein, R.N. (2008). Mathematical literacy. Portsmouth, NH: Heinemann. Tovani, C. (2004). Do I really have to teach reading?. Portland, ME: Stenhouse. Zemelman, S., Daniels, H., Hyde, A. (1998). Best practices: New standards for teaching and learning in Americas schools (2nd ed). Portsmouth, NH: Heinemann.