2. Why Teach Reading Comprehension in Math Class? Whose Job Is It? Presentation by Denise Victora University of St. Thomas February 2015 Topics: Content Reading

3. Why Spend the Time? “One of the main reasons for language- related difficulties in mathematics is insufficient comprehension of the difference between mathematical language and daily language.” -Duru and Koklu (2011)

4. Why Use Reading Strategies? There are 35 students who are in band or orchestra. 27 students are in band, and 25 students are in orchestra. How many students are in both band and orchestra? What are some essential differences in this situation between mathematical language and everyday language? What are some approaches to solving this problem? Reading strategy is from Gunning (2012).

5. Why Use Reading Strategies? 108 17 BandOrchestra

6. Why Activate a Student’s Schema? Are these similar? Schema information is from Gunning (2012).

7. Why Activate a Student’s Schema? “One of the difficulties in learning to use mathematical English is that, in its spoken form, it is blended with ordinary English and the distinction between the two languages is often blurred.” -Duru and Koklu (2011)

8. Why Activate a Student’s Schema? Duru and Koklu (2012) describe three ways to categorize Mathematical English.  Words with the same meaning in Ordinary English and Mathematical English. Examples: Addition, Subtraction  Words that only have a meaning in Mathematical English. Examples: Coefficient, Integer  Words with different meanings in Ordinary English and Mathematical English. Examples: Similar, Rational, Radical, Or

9. Why Teach Reading Comprehension in Math Class? How Can We Afford Not To?

10. References Duru, A., & Koklu, O. (2011). Middle school students' reading comprehension of mathematical texts and algebraic equations. International Journal of Mathematical Education in Science and Technology, 42(4), 447-468 Gunning, T. G. (2012). Creating literacy instruction for all students in grades 4-8 (3rd ed.). Boston, MA: Pearson Education, Inc.