1. Mathematical Literacy Roland O’Daniel, Jo Ann Mosier KCTM October 2007

2. Standards for the Day Explore the research on teaching and learning mathematics Explore the research on teaching and learning mathematics Discuss and determine a working definition of mathematical literacy Discuss and determine a working definition of mathematical literacy Examine effective models of literacy in Mathematics classrooms Examine effective models of literacy in Mathematics classrooms Plan for balanced instruction and integration of key literacy strategies in the Mathematics classroom Plan for balanced instruction and integration of key literacy strategies in the Mathematics classroom

3. What is Mathematical Literacy?

4. National Council of Teachers of Mathematics on Instruction The Teaching Principle The Teaching Principle The Learning Principle The Learning Principle Communication Communication (Principals and Standards for School Mathematics, NCTM, 2000)

5. NCTM Recommendations Instructional programs from pre-kindergarten through grade 12 should enable all students to— organize and consolidate their mathematical thinking through communication; organize and consolidate their mathematical thinking through communication; organize and consolidate organize and consolidate communicate their mathematical thinking coherently and clearly to peers, teachers, and others; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; communicate their mathematical thinking communicate their mathematical thinking analyze and evaluate the mathematical thinking and strategies of others; analyze and evaluate the mathematical thinking and strategies of others; analyze and evaluate analyze and evaluate use the language of mathematics to express mathematical ideas precisely. use the language of mathematics to express mathematical ideas precisely. use the language of mathematics use the language of mathematics (Principals and Standards for School Mathematics, NCTM, 2000, p. 60 )

6. NCTM Recommendations Effective teaching requires-- knowing and understanding mathematics, students as learners, and pedagogical strategies. knowing and understanding mathematics, students as learners, and pedagogical strategies. a challenging and supportive classroom learning environment. a challenging and supportive classroom learning environment. continually seeking improvement. continually seeking improvement. Technology is essential in teaching and learning mathematics (Principals and Standards for School Mathematics, The Teaching Principle, NCTM, 2000 )

7. Reading Next Recommendations To Build Adolescent Literacy Skills To Build Adolescent Literacy Skills Embed effective instructional principles into content learning Embed effective instructional principles into content learning Apply motivating and self-directed learning strategies Apply motivating and self-directed learning strategies Provide direct strategy instruction Provide direct strategy instruction Engage students in collaborative work around rigorous material and concepts Engage students in collaborative work around rigorous material and concepts Use diverse texts Use diverse texts Implement an intensive cross-disciplinary writing approach Implement an intensive cross-disciplinary writing approach Provide extended time and opportunities for literacy work Provide extended time and opportunities for literacy work (Reading Next, Alliance for Excellent Education, 2004)

8. Reading Next Recommendations To Build Adolescent Literacy Skills To Build Adolescent Literacy Skills Engage in professional development that is long-term and ongoing Engage in professional development that is long-term and ongoing Work in teams to plan for strategy use Work in teams to plan for strategy use Apply technology as a learning and literacy tool Apply technology as a learning and literacy tool Gather evidence about student skills, both formative and summative and respond to that evidence through appropriate instruction Gather evidence about student skills, both formative and summative and respond to that evidence through appropriate instruction Provide strategic intervention for those students who have specific learning difficulties Provide strategic intervention for those students who have specific learning difficulties (Reading Next, Alliance for Excellent Education, 2004)

9. Goals of Literacy in Support of Learning Mathematics To apply literacy-based strategies in service of learning across the content disciplines To apply literacy-based strategies in service of learning across the content disciplines To allow students the opportunity to continually practice and apply basic literacy skills To allow students the opportunity to continually practice and apply basic literacy skills To encourage student engagement in learning through use of active strategies To encourage student engagement in learning through use of active strategies

10. How are you intentionally developing/implementing: Vocabulary Development Vocabulary Development Reading Comprehension Reading Comprehension Writing to Learn Writing to Learn Writing to Use What You Know Writing to Use What You Know Verbal Fluency Verbal Fluency Academic Dialogue Academic Dialogue

11. Vocabulary Development What does Vocabulary Development look like in mathematics classrooms? Strategies: Graphic Organizer (i.e. Frayer Model) Graphic Organizer (i.e. Frayer Model) Word Wall with Intentional Interactions Word Wall with Intentional Interactions Routines Developed to Scaffold Understanding Routines Developed to Scaffold Understanding

12. Reading Comprehension How and what are your students purposely reading in your mathematics classrooms? How and what are your students purposely reading in your mathematics classrooms? How are you intentionally providing your students opportunities to read mathematically? How are you intentionally providing your students opportunities to read mathematically?

13. Writing to Learn Writing to clarify understanding and organize thinking Writing to clarify understanding and organize thinking Ways of representing content- NAGS Ways of representing content- NAGS Number Number Algorithm Algorithm Graph Graph Sentences Sentences

14. Writing to Use What You Know WRITING to DEMONSTRATE LEARNING WRITING to DEMONSTRATE LEARNING Audience: teacher/assessor Audience: teacher/assessor Purpose: to show knowledge of content, concepts, or process Purpose: to show knowledge of content, concepts, or process WRITING for PUBLICATION WRITING for PUBLICATION (pieces suitable for the writing portfolio assessment) Audience: someone other than the teacher Audience: someone other than the teacher Purpose: to accomplish a “real-world” task/objective Purpose: to accomplish a “real-world” task/objective

15. Verbal Fluency What does it mean to develop mathematical fluency? What does it mean to develop mathematical fluency? How are you intentionally impacting your students mathematical fluency? How are you intentionally impacting your students mathematical fluency?

16. Academic Dialogue What kind of discussions are important to have in mathematics classes? What kind of discussions are important to have in mathematics classes? How are you developing your students ability to communicate mathematically? How are you developing your students ability to communicate mathematically?

17. Focus on a Mathematically Literate Classroom How do we intentionally have students interacting with, and constructing meaning about mathematics content? How do we intentionally have students interacting with, and constructing meaning about mathematics content? How do we intentionally have students communicating understanding of mathematics content? How do we intentionally have students communicating understanding of mathematics content? How does/can mathematical literacy support higher level DOK instruction in mathematics classrooms? How does/can mathematical literacy support higher level DOK instruction in mathematics classrooms?

18. How does Content Literacy support the learning of mathematics?