1 / 25

MATH TALKS

MATH TALKS. DISCUSSION: Reading Skills for Mathematics. Decoding. Mathematical Reasoning and Reading are not as different as you may think! math-uh-mat-iks

ilana
Download Presentation

MATH TALKS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MATH TALKS DISCUSSION: Reading Skills for Mathematics

  2. Decoding • Mathematical Reasoning and Reading are not as different as you may think! • math-uh-mat-iks • Origin: 1350–1400; ME mathematic  < L mathēmatica  ( ars ) < Gk mathēmatikḕ  ( téchnē ) scientific (craft), equiv. to mathēmat-  (s. of máthēma ) science, knowledge + -ikē,  fem. of -ikos -ic; see -ics

  3. Literacy • How common is literacy? • Depends… • What do we mean by literate? • Mathematically literate? How would you define that? Arithmetic? Algebra? Calculus?

  4. Is the student “literate”? • Literacy: definition: age 15 and over can read and write basic communicationtotal population: 82% male: 87% female: 77% • Definition: the ability to read and write at a specified age.

  5. Practice? • How much time does the average American spend reading per day? • 5 minutes! • This includes street signs… • T-shirts… • And the TV Guide… • Oh, and texting.

  6. Reading, not “The Cat in the Hat”! • What do reading teachers do? • Linguistics • · Phonetics and phonology are concerned with the study of speech sounds. Within psycholinguistics, research focuses on how the brain processes and understands these sounds. • · Morphology is the study of word structures, especially the relationships between related words (such as dog and dogs) and the formation of words based on rules (such as plural formation). • · Syntax is the study of the patterns which dictate how words are combined together to form sentences. • · Semantics deals with the meaning of words and sentences. Where syntax is concerned with the formal structure of sentences, semantics deals with the actual meaning of sentences. • · Pragmatics is concerned with the role of context in the interpretation of meaning.

  7. Psycho- Linguistics • Cognitive Theory • Learning and the Brain • Eye – Brain Connection • How is language acquired and stored?

  8. Socio-Linguistics • Society, culture, peer groups, and you! • The existence of differences in language between social classes can be illustrated by the following table: • Bristolian Dialect (lower class) • ... • Standard English (higher class) • I ain't done nothing • ... • I haven't done anything • I done it yesterday • ... • I did it yesterday • It weren't me that done it • ... • I didn't do it

  9. Which one is “right”? • The differences in grammar between the two examples of speech is referred to as differences between social class dialects or sociolects. • For example… is Ebonics a language?

  10. Barriers to reading? • Physical • Mental • Social • Parental • Cultural • Motivational • More?

  11. Reading Level • Grade level and experience? • 52, 54, 56, 158 • Literate in another language? • Vocabulary and Comprehension

  12. Learning Disabilities • ADHD/concentration/distraction • Vision and Eye Issues/physiology • Dyslexia • Listening Skills/hearing problems? • Memory Issues • More…

  13. Personal Issues? • New to the College Culture • Male/female identity issues • Problems at Home • Esteem/confidence Issues • Anxiety

  14. Socio-Cultural • Peer Group • Heritage and Importance of Reading • Language transfer errors • Vocabulary and translation • Cultural Barriers/Spelling/double meanings/implied meaning • Punctuation!?

  15. Background Knowledge? • Schema and Contextual Miscues based on prior experience

  16. The environment? • too cold • too noisy • too...

  17. Critical thinking habits • The multiple choice society

  18. What can a math teacher do? • Vocabulary • Repetition of the same word in multiple problems plus, add, more than minus, subtract, difference

  19. Context • Don’t let the facts get in the way • Background is vital • Provide a foundation or keep it simple!

  20. Culture • Consider the student’s cultural expectations

  21. Language • Does that word mean what you think it means? Consider language transfer errors.

  22. Let’s look at some word problems!

  23. More than math… • What are you assuming that they know? • What words? • What concepts? • What history? • Assume???? • Make an Ass out of u and me

More Related