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Bridging the Gap Literacy and Mathematics Cheryl S. Latiolais.

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Presentation on theme: "Bridging the Gap Literacy and Mathematics Cheryl S. Latiolais."— Presentation transcript:

1 Bridging the Gap Literacy and Mathematics Cheryl S. Latiolais

2 Literacy Issues –Mathematics involves the usage of a very precise and unique language.

3 Literacy Issues –Contextually based problems draw from a wide variety of applications which the students may not be familiar with in their own lives.

4 Literacy Issues –Teachers of mathematics must actively pursue literacy strategies to assist students in becoming mathematically literate.

5 The Elements of Literacy Thinking Reading Writing Listening Speaking

6 The Elements of Math Mathematical Reasoning –Technology –Symbolic representation –Tools of measurement

7 What has this got to do with us? In urban settings achievement in literacy and mathematics often lags… –Greater incidence of the following contributing factors. Low socio-economic status English as a second language Special education and 504

8 How do we help all students? Incorporating English Learner Strategies in Mathematics Courses for Teachers. –Jacobs & Winicki-Landman

9 Mathematics as a Second Language Reform-based curricular materials set mathematics instruction deeply within contextually based problems –Wilson, et al

10 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 3 4 5 6

11 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 Advanced OrganizersInforming students of the learning goals 3 4 5 6

12 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 Advanced OrganizersInforming students of the learning goals 3 Preview/ReviewBuilding vocabulary and concepts to support understanding, summarizing, synthesizing 4 5 6

13 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 Advanced OrganizersInforming students of the learning goals 3 Preview/ReviewBuilding vocabulary and concepts to support understanding, summarizing, synthesizing 4 Academic language scaffolding Supporting student use of language in academic settings (sentence frames) 5 6

14 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 Advanced OrganizersInforming students of the learning goals 3 Preview/ReviewBuilding vocabulary and concepts to support understanding, summarizing, synthesizing 4 Academic language scaffolding Supporting student use of language in academic settings (sentence frames) 5 Visual Scaffolding/Imaging Provide language support through visual images (Multiple representations) 6

15 Selected Strategies for Mathematics Instruction - Castillo and Peraza StrategyDescription 1 Predictable Routines and SignalsReducing anxiety non-language based classroom management 2 Advanced OrganizersInforming students of the learning goals 3 Preview/ReviewBuilding vocabulary and concepts to support understanding, summarizing, synthesizing 4 Academic language scaffolding Supporting student use of language in academic settings (sentence frames) 5 Visual Scaffolding/Imaging Provide language support through visual images (Multiple representations) 6 Vocabulary Development Word Walls, Dictionaries Displaying and organizing words for easy access.

16 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 9 10 11 12 13 14

17 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 10 11 12 13 14

18 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 11 12 13 14

19 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 Story ReenactmentMaking mathematics come to life 11 12 13 14

20 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 Story ReenactmentMaking mathematics come to life 11 Realia StrategiesConnecting concept acquisition using real world objects 12 13 14

21 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 Story ReenactmentMaking mathematics come to life 11 Realia StrategiesConnecting concept acquisition using real world objects 12 ManipulativesUsing specially designed object to connect concepts 13 14

22 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 Story ReenactmentMaking mathematics come to life 11 Realia StrategiesConnecting concept acquisition using real world objects 12 ManipulativesUsing specially designed object to connect concepts 13 Total Physical ResponseIntegrating movement into concept acquisition 14

23 StrategyDescription 7 Communication Practices/Cooperative group work Creating opportunities for verbal interaction about the mathematics. 8 Modified teacher speechParaphrasing, repeat idea with correct vocabulary, adjust rate of speech, enunciate clearly 9 Leveled QuestionsAdjusting questioning strategies to the language and mathematics levels of students 10 Story ReenactmentMaking mathematics come to life 11 Realia StrategiesConnecting concept acquisition using real world objects 12 ManipulativesUsing specially designed object to connect concepts 13 Total Physical ResponseIntegrating movement into concept acquisition 14 Modified assessmentLess paper and pencil assessment

24 Scaffolding Mathematics Instruction - Aida Walqui

25 Modeling

26 Scaffolding Mathematics Instruction -Aida Walqui Modeling Bridging

27 Scaffolding Mathematics Instruction -Aida Walqui Modeling Bridging Contextualization

28 Scaffolding Mathematics Instruction -Aida Walqui Modeling Bridging Contextualization Schema Building

29 Scaffolding Mathematics Instruction -Aida Walqui Modeling Bridging Contextualization Schema Building Text Re-presentation

30 Scaffolding Mathematics Instruction -Aida Walqui Modeling Bridging Contextualization Schema Building Text Re-presentation Metacognitive Development

31 A Method We Can Use S-W-B-S –Someone wants to know… but…, so….

32 Someone wants to know…, but…, so…. Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?

33 Someone wants to know…, but…, so…. Commission

34 Someone wants to know…, but…, so…. Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?

35 Someone wants to know? …..Vicki wants to know her total earnings…

36 Someone wants to know…, but…, so…. Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?

37 But…? Writing the but statement forces students to articulate what is confusing to them… 2 INDEPENDENT VARIABLES

38 But…? but, ….we only know how that she earns 10 dollars per hour, and.06 commission on total sales…

39 Someone wants to know…, but…, so…. Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?

40 SO… Writing the so statement forces students to think about and articulate how to solve. WRITING THE EQUATION IN WORDS…

41 So.. so, how much Vicki earns depends on how much she earns per hour plus her commission on how much she sells. e = 10h +.06d

42 Acknowledgements Acknowledgements: –Jackie Sack, MLI, Rice University –Alison McCowan, literacy coach, James Madison High School, HISD

43 Works Cited Aida Walqui, R & D Alert, A Publication of West Ed. (2004) Lloyd, G.M., Wilson, M., Wilkins, J. L. M., & Behm, S.L. (Eds.). (2005) Proceedings of the 27 th annual meeting of the North American Chapter of the International Group for Psychology of Mathematics Education Juan Castillo and Nitza Peraza, (2005) Bassett Unified School District, La Puente, California Judith E. Jacobs & Greisy Winicki-Landman, (2007) California State Polytechnic University, Pomona

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