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Beth Buyserie & Kimberly Vincent, Washington State University Learning to Make Inferences: Connecting Quantitative Literacy and Language Arts for Math.

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Presentation on theme: "Beth Buyserie & Kimberly Vincent, Washington State University Learning to Make Inferences: Connecting Quantitative Literacy and Language Arts for Math."— Presentation transcript:

1 Beth Buyserie & Kimberly Vincent, Washington State University Learning to Make Inferences: Connecting Quantitative Literacy and Language Arts for Math and English Preservice Teachers

2 Embedded quantitative literacy (QL) in English and mathematics methods courses QL as an assessment tool QL as an assessment tool Collaborative project integrating QL and Language Arts (LA) Collaborative project integrating QL and Language Arts (LA)

3 QL as an Assessment Tool Common Projects Common Projects Collected Reading Rates using same articles Collected Reading Rates using same articles Discussed the “math” and interpreted the data Discussed the “math” and interpreted the data Made inferences as to the cause of variances Made inferences as to the cause of variances Classes meet together: Classes meet together: Fit trendlines to Reading Rates Fit trendlines to Reading Rates Discussed how the information could be used Discussed how the information could be used Made inferences on interventions Made inferences on interventions

4 Studied Inference Both classes completed the following tasks: Both classes completed the following tasks: Read “Learning to Make an Inference” (Beers 2003) Read “Learning to Make an Inference” (Beers 2003) Completed statistics activities Completed statistics activities Discussed making inferences from statistical data versus interpreting statistical data Discussed making inferences from statistical data versus interpreting statistical data

5 Collaborative Interdisciplinary Project Part I: Created a 1-page rationale for parents Part I: Created a 1-page rationale for parents Part II: Designed a collaborative QL/LA project Part II: Designed a collaborative QL/LA project Part III: Chose a section of their project and completed it as a group Part III: Chose a section of their project and completed it as a group Part IV: Articulated what each teacher would be responsible for teaching Part IV: Articulated what each teacher would be responsible for teaching

6 Two Sample Projects Huck Finn Project Huck Finn Project Gang Story Project Gang Story Project

7 Rubric for Interdisciplinary Project Two areas of emphasis for assessment, quality of: Two areas of emphasis for assessment, quality of: Evidence of the application of interpretation and inference to help develop critical thinking Evidence of the application of interpretation and inference to help develop critical thinking Integration of LA/QL Integration of LA/QL

8 Grade Summary 4 As 4 As Exemplary and ample evidence of …interpretation and inference… Exemplary and ample evidence of …interpretation and inference… Authentic and well-balanced integration Authentic and well-balanced integration 5 Bs 5 Bs Evidence in either category Evidence in either category 1 C 1 C Little evidence in either category Little evidence in either category

9 Improvements More: More: Attention to differences between interpretation and inference Attention to differences between interpretation and inference Time to complete project Time to complete project Time to distinguish between math and QL Time to distinguish between math and QL Attention to grouping Attention to grouping Emphasis on integration of LA/QL Emphasis on integration of LA/QL

10 Benefits English Students English Students QL has purpose QL has purpose Important to help students make inferences Important to help students make inferences Willing to try to use QL Willing to try to use QL Math Students Reading ability impacts math performance LA is one tool to tie math to students’ interests Most understood difference between math and QL

11 Contact English English Beth Buyserie Beth Buyserie Mathematics Mathematics Kimberly Vincent Kimberly Vincent

12 References Beers, K. (2003). Learning to Make an Inference. In When Kids Can’t Read: What Teachers Can Do. Heinemann: Portsmouth, NH. pp Beers, K. (2003). Learning to Make an Inference. In When Kids Can’t Read: What Teachers Can Do. Heinemann: Portsmouth, NH. pp Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. pp Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. pp What Kids Can Do, Inc (Oct. 2004). Students as Allies in Improving Their Schools: A Report on a Work in Process. What Kids Can Do, Inc (Oct. 2004). Students as Allies in Improving Their Schools: A Report on a Work in Process.


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