Mathematical Literacy:

1. Mathematical Literacy: Are you communicating mathematically in your classroom? Roland O’Daniel, David Cook KCTM Conference, Louisville, KY 2008

2. Getting Things Started Estimation Activity: • Estimate the solution to two of the problems below • Show your work, NO CALCULATORS 15% tip on a bill of $32.6510% discount on $452.6340% increase in output of 2.5 tons55% decrease in 12 sq. yards of material • Be prepared to share how you found your answer:

3. Estimation Activity (Continued) • Pair with someone who chose the same problem • Compare estimate strategies with neighbor noting differences/similarities • Did you get the same estimate? What were the key steps in the strategies you used? • Note modifications you want to make to your strategy to make your estimates easier & efficient next time

4. Estimation Activity (Continued) • Reflect on the activity • What literacy skills were used in this activity?

5. Who Are We? • David Cook • Literacy Coach in the Striving Readers Consortium in KY for Belfry Middle School • 16 years in education- middle grades math and social studies, and principal • Roland O’Daniel • Educational Program Consultant with CTL • Middle and high school math/social studies teacher, 15 years experience

6. Content Standards- The Workshop Participants will: • Understand the concept of mathematical literacy and how it supports learning in math classrooms • Reflect on how teacher practice can use literacy as a structure and system for learning • Explore research to understand more about recommendations for the inclusion of literacy in mathematic instruction

7. Double Entry Organizer • Collaborative Model for Content Literacy • 6 sub-domains of literacy • -Vocabulary development • -Reading Comprehension • -Writing to learn • -Writing to Demonstrate • -Fluency • -Academic Dialogue I wonder what literacy has to do with rigorous high school mathematics? How to I do reading with my precalculus class? I think vocabulary would be very important to math teachers!

8. What is ContentLiteracy? And What does it look like in math class?

9. Reading Multiple texts for multiple purposes Content Writing Writing to Learn- Symbolic & graphical, as well as text Writing to Use What You Know Speaking/Listening In a variety of configurations For a variety of purposes

10. Content Literacy Sub-Domains • The Collaborative Model for Content Literacy prepares teachers to use strategies from these sub-domains to support student content learning • Reading Comprehension • Vocabulary Development • Writing to Learn • Writing to Use What We Know • Verbal Fluency • Academic Dialogue

11. Mathematics as a Language • Includes elements, notation, syntax, grammar, vocabulary, conventions, sentence structure, and paragraph structure • Is the language (science) of patterns and change • Is a way of thinking about the world • Is a necessary ingredient for developing & demonstrating understanding – both oral & written language • Has language features unparalleled in other languages (for example, theorems expressed using the letter "x" also apply to "b" and "2x – 5"). (Sensible, Sense-Making Mathematics, by Steve Leinwand )

12. NCTM: • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others • Use the language of mathematics to express mathematical ideas precisely • “The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions…” • National Mathematics Advisory Panel: • Pictorial representations... Number line representation… Words also seem to influence the mental representations that children form… • The best predictors of the ability to solve word problems are computational skills and knowledge of mathematical concepts, as well as intelligence, reading ability, and vocabulary.

13. Time for Reflection/Sharing • Take this opportunity to interact with your notes • Turn to your neighbor and share questions or important points • Questions?

14. Routines in the Mathematics Classroom • In small group discuss different routines that might be observed in a typical math classroom • Discuss which literacy sub-domains lend themselves most effectively to the mathematics classroom

15. Vocabulary Development Writing to Learn • Frayer Model • Examples/Non-examples • Characteristics/Model • Definition • Word Wall with Intentional Interactions • Routines developed to scaffold understanding • Ways of representing content-NAGS • Number • Algorithm (Algebra) • Graph • Sentences • Note-taking • Writing to clarify understanding

16. Traditional Vocabulary Instruction • Word • Definition • Drawing

17. Foldables How to extend this strategy into a strategy that allows students to develop/create stronger understanding of the content?

18. Multiple Representations

19. Interactive Word Wall • Terms • Symbols • Representations • Graphs • Student generated

20. Interactive Word Walls • Connections • Create understanding • Write using language of mathematics • Identify • Student generated

21. Vocabulary Development w/ Frayer Model

22. Frayer Model • Adaptations • Multiple words per page • Integrate into routine • Develop understanding of Characteristics

23. Time for Reflection/Sharing • Take this opportunity to interact with your notes • Turn to your neighbor and share questions or important points • Questions?

24. Math Notes: Do we see understanding?

25. Interactions w/ Material Developing Understanding

26. Obviously a willing student, but notice the students own voice in these interactions.

27. Compare/Contrast • Interact with text/information • Organize information • Retention of learning

28. Lollipop • Be Creative • Multiple representations • Make it Real • Don’t just do math/use math

29. How do we help students apply literacy strategies to support content learning? • Take time to teach them how to learn what we need them to learn • Be metacognitive in your instruction – talk with students about how effective learners learn • Collaborate with colleagues for systematic planning to support student learning • Be selective about the strategies you use – make sure that students read, write, speak, listen, and observe in service of learning in your discipline.

30. Closing Activities • Accessing this presentation: • Questions? • Exit Slip Three points I want to remember. Something that squared with my beliefs. Something that keeps going ‘round and ‘round in my head.