3. âThe ability to read, listen, think creatively, and
communicate about problem situations,
mathematical representations, and the validation of
solutions will help students to develop and deepen
their understanding of mathematics.â
( NCTM Standards, pp 80)
4. MATHEMATICAL LITERACY
ïThe ability to translate between a mathematical
representation (which may include words and
symbols) and the actual situation which that model
represents
ïThe ability to create and interpret mathematical
models
(Galef Institute â Different Ways of Knowing)
5. What is the role of the elements of literacy
in developing mathematical literacy?
ïThinking ïReading
ïObserving ïWriting
ïSpeaking
ïListening
ïCreating
6. STANDARDS for SCHOOL
MATHEMATICS
CONTENT PROCESS
ïNumber ïProblem Solving
ïAlgebra
ïReasoning
ïGeometry &
ïCommunication
Measurement
ïProbability & ïConnections
Statistics ïRepresentations
7. MATHEMATICS as a LANGUAGE
ïIncludes Elements, Notation, and Syntax
ïIs the language (science) of patterns and change
ïAccording to Galileo, âmathematics is the pen
God used to write the universe.â
ïIs a necessary ingredient for developing &
demonstrating understanding â both oral &
written language
(Sensible, Sense-Making Mathematics, by Steve Leinwand )
8. What are the necessary
ingredients for mathematical
literacy?
9. MATHEMATICS as
COMMUNICATION
The study of mathematics should include
opportunities to communicate so that students
can:
ïModel situations using oral, written, concrete,
pictorial, graphical, and algebraic methods;
ïUse the skills of reading, listening, and viewing to
interpret and evaluate mathematical ideas;
ïDiscuss mathematical ideas and make conjectures
and convincing arguments;
10. âThe Mathematical Communication
Standard is closely tied to problem solving
and reasoning. Thus as studentsâ
mathematical language develops, so does
their ability to reason and solve problems.
Additionally, problem-solving situations
provide a setting for the development &
extension of communication skills &
reasoning ability.â
(NCTM Standards, pp 80)
11. READING MATHEMATICS
ïWords that have the same meaning in
mathematical English & ordinary English
(dollars, cents, because, balloons, distanceâŠ)
ïWords that have the same meaning in only
mathematics â âtechnical vernacularâ-
(hypotenuse, square root, numerator..)
ïWords that have different meanings in
mathematical English & ordinary English
( difference, similar, âŠ.)
12. Reading mathematics means decoding and
comprehending not only words but mathematical signs
and symbols, as well.
Consequently, students need to learn the meaning of
each symbol and to connect each symbol, the idea that
the symbol represents, and the written or spoken word(s)
that correspond to that idea.
13. Multiple Representations of the same idea and same
translation:
12 Ă· 4
12/4
4 12
Twelve divided by 4
4 divided into 12
How many groups of 4 are in 12? (Draw a model, act it
outâŠ)
14. You try oneâŠ. Use the language of
mathematics
( in this case the language of division) to
solve the following problem.
How many groups of 1/4 are in 7/8?
(Draw a model, act it out, or âŠâŠ)
7/8 Ă· 1/4
15. An illustration of the role of written symbols in representing
ideas where students learn to use precise language in conjunction
with the symbol systems of mathematics is as follows.
The number thought of:
Add five:
Multiply by two:
Subtract four:
Divide by two:
Subtract the number thought of:
16. Attending to the Language of
Mathematics is Connected to
Developing Meaningful
Mathematical Knowledge
ïWhy are there right angles and not left or
wrong angles?
ïCan you image âimaginaryâ numbers? What are
they â can you describe them?
ïHow do degrees change in mathematics?
ïPrecision of use of prepositions - of, by, per,
into to indicate specific operations
17. Strategies for Promoting
Mathematical Literacy
ï Developing Vocabulary through Frayer Model (making use of
nonlinguistic representation), semantic feature analysis, concept
definition mapping, word walls, word sorts
ï Making sense of text features through the organization and presentation
of content, SQRQCQ, graphic organizers, think-aloud strategy
ï Activating prior knowledge through questioning, webbing, creating an
anticipation guide [Educational Leadership,Nov 2002,âTeaching Reading
in Mathematics & Scienceâ
Hinweis der Redaktion
Teachers must have a set of strategies they use to help students understand the content they are encountering. With the use of appropriate strategies that support learning, they can expect student to engage meaningfully with challenging and rigorous text. ((Ruth Schoenbach, March 2002). From Education Digest 1991: Content literacy does not require teachers to teach reading and writing. Content literacy has the potential to help students learn content more deeply and efficiently. Content literacy relies on the context of content and cannot be isolated from it. Reading and writing are complementary tasks in content classrooms. Content literacy is different than content knowledge. Teaching content is not the same as teaching content literacy.
Use a concept map to display participant responses. Necessary Ingredients include an understanding of the following: Multiple symbol system â both numbers and symbols ( %, $, !, ±, ÂŒ, >, =, ĂâŠ..) Content (Number Theory, Geometry & Measurement, Algebraic Ideas, Probability & Statistics â Data Analysis); Process & Skills; Relationships/connections Vocabulary or Language of Mathematics Representations of Mathematics (Models, charts, graphs, symbolsâŠ) Problem Solving Reasoning Communicating Letâs look at the Communication Standard more closelyâŠ..
The issue is â you canât have one without the other â the ability to communicate mathematically provides one with the tools to solve problems and reason. And then- to be able to solve problems and reason â I must have the language of the science. Thus I must know the vocabulary and symbols; must be able to read the problem and write about my understanding of the solution. An understanding of the symbols we associate with mathematics come from within a long process of exploring, questioning, challenging, and of doing mathematics. How do you create an environment that is safe and encourages students to investigate, make & test conjectures, look for patterns, reflect & rewrite, communicate mathematically,âŠ..?
Allow participants to represent these series of steps in any symbol system that choose to use. Walk around and hopefully you will be able to have participants present various representations â numeric, pictorial/tiles (model), symbolic (abstract symbols).
The language of mathematics is very precise. When defining a word in mathematics, you exclude all other mathematical possibilities. We put things in groups a lot â categorizing and then describing that categorization. [Could use the activity from geometry to categorize and justify that categorization â see JCPS.] Importance of translating your thoughts and descriptions in mathematics â even posing/creating your own problems. The challenge is to get teachers to think differently about mathematics. Symbol manipulation vs. seeing what real problems are â where mathematics becomes the tool by which you solve real world problems ( seeing the mathematics that governs the physics of the problem ) and students must have some language by which to communicate these things.
Use of categorizing Link between writing to learn and writing to demonstrate learning Vocabulary development Reading mathematics strategies â what are the text features, how is reading a mathematics text different from other text, how do you support vocabulary development, what are strategies for reading word problems and/or problem situations Vacca and Vacca â Content Area Reading: Literacy and Learning Across the Curriculum; talk about studentâs prior knowledge is âthe single most important resource in learning from textsâ. Reading and learning are constructive processes: each learner actively draws on prior knowledge and experience to make sense of new information. The more knowledge and skills that students bring to a text, the better they will learn from and remember what they read. Activating prior knowledge prepares students to make logical connections, draw conclusions, and assimilate new ideas.