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Woodrow Wilson Junior High

Math Literacy

REFERENCES

Baker, F. (2001). Media literacy: Yes it fits into the science and math classroom. ENC Focus Magazine, 8 (3),1-2. http://www.enc.org/resources /freestuff/focus/literacy/ document.shtm?input=FOC-002081-index

The author states in this article that media literacy should be focused on in the science and mathematics classrooms. Today in many classrooms technology plays a role in student learning. Therefore strategies for reading media should be taught for all learners.

Barton, M.L., & Heidema, C. (2000). Teaching reading in mathematics. Aurora, CO: McREL.

The authors state reading in mathematics is crucial for the success of students. As students become familiar with the mathematics textbooks and strategies to use when solving problems they will be able to create a more solid understanding of mathematical concepts.

Buchanan, K., & Helman, M. (1997). Reforming the instruction of ESL literacy students (Report No. EDO-FL-98-03). Washington, DC.: ERIC Clearinghouse on Languages and Linguistics, (ERIC Document Reproduction Service No. ED414769)

The authors state that teachers can make mathematics meaningful for students by designing activities that are related and build upon the students’ real life experiences. In order for students to learn how to communicate mathematically, they need to have opportunities to hear mathematical language and learn to speak and write in mathematical terms and language.

Carpenter, J., & Gorg, S. (2000). Principals and standards for school mathematics. USA: National Council of Teachers of Mathematics.

Council Bluffs Community School District. (2001, August). Reading curriculum. (Available from Council Bluffs Community School District, 12 Scott St., Council Bluffs, IA 51501).

The curriculum outlines six reading strategies all students should be able to use frequently and fluently. The six reading strategies include: making connections, questioning, visualization, making inferences, determining importance, and synthesizing informtation.

Countryman, J. (2001). Writing to learn mathematics. ENC Focus Magazine, 7(1), 1-6. Retrieved March 4, 2002 from http://www.enc.org/resources/freestuff /focus/across/document.shtm?input=FOC-002775-index

The author states as students learn to write about mathematics they learn to communicate their thought more clearly. Teachers should challenge themselves to find ways to help students find meaning in the mathematics they are learning and enhance that learning by using authentic writing activities such as journals, essays, and word problems.

Jones, C.J. (2001). CBA’s that work: Assessing students’ math content reading levels. Teaching Exceptional Children, 34 (1), 24-28.

The author states students should learn how to answer questions about word problems and devising strategies to allow them to solve those problems. Teachers can create word lists to introduce students to new vocabulary in mathematical textbooks. Using vocabulary and problem solving strategies will enable students to communicate and successfully set up word problems.

Professional Standards and Ethics Committee of the International Reading Association (1998). Standards for Reading Professionals (revised). Newark, DE: International Reading Association.

Pugalee, D.K. (2001). Beyond the numbers: Communicating in math class. ENC

Focus Magazine, 7 (1), 1 -6. Retrieved March 4, 2002 from

http://www.enc.org/resources/freestuff/focus/across/document.shtm?input=FOC-002774-index

The author states communication in a mathematics classroom can be promoted through the four modes of communication: spoken language, written language, graphic representation, and the active mode. Students should have the chance to practice discussing and writing in large groups so that they may become more comfortable writing independently. Through the writing, the author concludes, mathematical reasoning and problem solving helps students internalize effective communication characteristics.

Robb, L., Klemp, R., & Schwartz, W. (2002). Reader’s handbook – A student guide for reading and learning: Reading different subjects (pp. 117-131). Wilmington, MA: Houghton Mifflin.

The author outlines goals for reading math textbooks including learning how to read about math concepts, using visualization and think aloud strategies, and how to understand the organization of the textbook. The author also states strategies to use before, during, and after reading the math textbook. Before reading the textbook set a purpose for what the students are reading, have the students preview the text, and then plan how they are going to read the text. During the reading the students read with a purpose and connect old learning with new information. After reading students need to pause and reflect on what has been learned, reread passages that were not understood, and then use journaling or creating simple tests to remember what was learned.

Schott, J. (2001). Making change in junior high/middle school mathematics: Breaking the lecture mold in Algebra class. ENC Focus Magazine, 7 (1), 1– 15. Retrieved March 4, 2002 from http://www.enc.org/resources /freestuff/ focus/change/document.shtm?input=CDS-000381-381

The author states working in small and large groups students can discover math for themselves. Through writing students organize and analyze their thinking and begin to make connections from old to new concepts. Students also have the opportunity to discover the clarity they have for the concepts presented.

Animated gifs courtesy of TeacherFiles.com and Bellefonte Area School District