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Math In Plain English: Literacy Strategies for the Mathematics Classroom [Mīkstie vāki]

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(National Literacy Consultant, USA)
  • Formāts: Paperback / softback, 144 pages, height x width: 254x178 mm, weight: 270 g
  • Izdošanas datums: 06-Jun-2011
  • Izdevniecība: Eye On Education, Inc
  • ISBN-10: 1596671866
  • ISBN-13: 9781596671867
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  • Cena: 36,50 €
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Math In Plain English: Literacy Strategies for the Mathematics ClassroomPalielināt
  • Formāts: Paperback / softback, 144 pages, height x width: 254x178 mm, weight: 270 g
  • Izdošanas datums: 06-Jun-2011
  • Izdevniecība: Eye On Education, Inc
  • ISBN-10: 1596671866
  • ISBN-13: 9781596671867
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781596671867.html
Keywords:
Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like "value" and "portion" seem to mislead them?



Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts.



This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. Youll learn how to develop students who are able to explain to themselves - and communicate to others - what problems mean and how to attack them.

Embedding these strategies in your instruction will help your students gain the literacy skills required to achieve the eight Common Core State Standards for Mathematics. Youll discover the best answer to their question, "When am I ever going to use this?"

The 10 Strategies:

1. Teaching mathematical words explicitly 2. Teaching academic words implicitly 3. Reinforcing reading comprehension skills that apply to mathematics 4. Teaching mathematics with metaphor and gesture 5. Unlocking the meaning of word problems 6. Teaching note-taking skills for mathematics 7. Using language-based formative assessment in mathematics 8. Connecting memorization to meaning in mathematics 9. Incorporating writing-to-learn activities in mathematics 10. Preparing students for algebraic thinking
Acknowledgements iv
Meet the Author v
Free Downloads vi
User's Guide xi
Introduction xiii
Math and Me xxii
Strategy 1 Teaching Mathematical Words Explicitly
1(14)
Teaching the Words of Mathematics and the Academic Words Surrounding Them
2(5)
Acquisition-Learning Hypothesis
3(1)
Monitor Hypothesis
4(1)
Natural Order Hypothesis
5(1)
Input Theory
6(1)
Affective Filter Theory
6(1)
Three Categories of Mathematical Words
7(5)
Category 1 Words that We Encounter Almost Exclusively in Mathematics
7(1)
Discovering a New Concept that Is Called by a New Word
8(1)
Refining a Known Concept with a New Word
9(1)
Naming a Known Concept with a New Word
9(1)
Category 2 Words with Multiple Meanings Outside of the World of Mathematics
10(1)
Category 3 Phrases of Mathematics
11(1)
Numbers and Counting
12(2)
Conclusion
14(1)
Strategy 2 Teaching Academic Words Implicitly
15(6)
What Can Be Done to Bridge the Vocabulary Gap?
16(4)
Conclusion
20(1)
Strategy 3 Reinforcing Reading Comprehension Skills that Apply to Mathematics
21(20)
What We Mean by "Teaching Reading in the Content Areas"
21(1)
Before Reading: Connect!
22(6)
Connection 1 Background Knowledge and Key Vocabulary
22(4)
Connection 2 Establish a Purpose for Reading
26(1)
Connection 3 Think About the Genre (Establish Expectations)
27(1)
Zigzag Reading
27(1)
Connection 4 Overview
28(1)
During Reading: Concentrate!
28(1)
After Reading: Communicate!
29(2)
Outlining to Communicate Understanding of Text
29(1)
Paraphrasing: Reword and Regroup
30(1)
What Kinds of Reading?
31(5)
Reading Explanations in the Mathematics Textbook
31(1)
Getting to Know the Textbook: The Table of Contents
32(3)
Do the Math on the Table of Contents
35(1)
Chapter Overviews
36(1)
Three Gears of Prereading: Skimming, Scanning, Sampling
36(1)
Reading the Explanations in the Mathematics Textbooks
37(1)
Achieving Speed and Accuracy as a Reader of Mathematics
37(3)
Speed
37(1)
Accuracy
38(1)
Vocabulary and Cultural Knowledge
39(1)
Conclusion
40(1)
Strategy 4 Teaching Mathematics with Metaphor and Gesture
41(14)
Analyzing Weil-Known Math Metaphors
45(2)
The Math-as-Motion Metaphor
47(1)
Using Gestures to Clarify Metaphors and Meaning
47(2)
Graphic Representations as Metaphor
49(4)
Conclusion
53(2)
Strategy 5 Unlocking the Meaning of Word Problems
55(8)
Background Knowledge and Mathematical Problems
57(3)
When Working with Students Individually
60(1)
A Cooperative Learning Strategy for Creating, Solving, and Evaluating Word Problems
60(1)
Conclusion
61(2)
Strategy 6 Teaching Note-Taking Skills for Mathematics
63(10)
Three As of Math Note Taking
64(1)
Note Taking as a Meaning-Making Activity
65(5)
Math and Me
70(1)
Conclusion
71(2)
Strategy 7 Using Language-Based Formative Assessment in Mathematics
73(8)
Questions and Classroom Dialogue
75(1)
Changing the Feedback Game: Numbers or Comments?
76(2)
How Teachers Can Use Language Modes to Assess Learning
78(2)
Conclusion
80(1)
Strategy 8 Connecting Memorization to Meaning in Mathematics
81(6)
Math, Mental Math, and Memorization
81(1)
Memorizing Tables and Sequences
82(2)
Memorizing Definitions vs. Knowing What Something Is
84(2)
Conclusions
86(1)
Strategy 9 Incorporating Writing-to-Learn Activities in Mathematics
87(8)
What Kinds of Writing Work Best for Mathematics Learners?
87(1)
Reasons for Not Including Writing in Mathematics
88(4)
Lack of Skill in Teaching and Responding to Student Writing
89(1)
Lack of Class Time to Devote to Student Writing
90(1)
Strong Beliefs About Traditional Mathematics Instruction
91(1)
Short Writing Assignments: A Model
91(1)
Four Types of Writing-to-Learn Mathematics
92(2)
Conclusion
94(1)
Strategy 10 Preparing Students for Algebraic Thinking
95(6)
Linking Algebra to Grammar
96(2)
Linking Algebra to a Lesson in Nutrition
98(1)
Linking Algebra to a Workout at the Gym
98(1)
Conclusion
99(2)
Appendix 1 Word Components Commonly Seen in Math Language: Or ... Words Have Cousins?
101(10)
The Prefixes
102(3)
The Combining Forms
105(3)
The Suffixes
108(1)
The Roots
109(2)
Appendix 2 Making Connections in Vocabulary
111(4)
Works Cited 115
Amy Benjamin is a literacy consultant who works with educators across the United States and Canada. Her work is informed by more than thirty years of teaching experience at the middle and high school levels. She has been recognized for excellence in teaching by the New York State English Council, the State Education Department of New York, Tufts University, and Union College.As a member of the professional development team for the National Council of Teachers of English (NCTE), and president of its Assembly for the Teaching of English Grammar, Amy has had a major impact in transforming the paradigm of grammar instruction from fill-in-the-blank worksheets to the kind of active, authentic, discovery-based models presented in this book. This is Amy's eleventh book for Eye on Education., Joan Berger has developed unique approaches for teaching writing and grammar during her four decades working with high-school and middle-school students. A Golden Apple finalist, Joan has written articles for various National Council of Teachers of English journals, as well as NCTE's teacher sourcebook Professional Communities at Work: Grammar. Now a consultant who works with schools and school districts, Joan also speaks frequently at NCTE conferences about writing and grammar. At her workshops, Joan gives teachers fun, easy-to-use strategies that inspire their students to write effectively.