Download Supporting Struggling Readers in Mathematics Education

Supporting Struggling Readers in
Mathematics Education
Joshua Carriere
EDC 448
6-20-12
Literacy Challenges in High School Mathematics
• Mathematics requires students to understand and derive
meaning from numbers, abstract symbols, and
mathematical contexts of words which demonstrate
theory.
• Learners are also required to master the use of
definitions, theorems (mathetmatical sentences),
numbers, symbols, equations, graphs, charts, diagrams,
and other visual representations
• Mathematical statements often can not be simply read in
a linear fashion from left to right, word by word; rather
students must read and consider what is given in a non
linear order
• Students view text books as a collection of problems!
• Therefore students do not develop literacy skills!
Mathematics as another Language
• Many Mathematicians have agreed mathematics can be viewed as a
different language. Consider the following statement…
• “an angle whose angle measure is less than (<) 90°,”
• Students are required to understand the words angle measure,
know what a 90° angle looks like and why it is important, as well as
the meaning and symbol of less than.
• Mathematical literacy is achieved when students can decode
numbers, apply abstract symbols, and use words to construct
mathematical meaning
• Also, students must master and differentiate math vocabulary,
understanding different meanings of words
• For example, the word function has a specific meaning in
mathematics, whereas function outside of the classroom takes on an
entirely different meaning
Communication Barriers
• Since math vocabulary words can take on different meanings,
communicating mathematically requires that students fluently recall
the mathematical definition of words.
• Without this fluency, students can struggle in the process of reading
and understanding mathematics
• Problem solving can be defined as “engaging in a task for which
the solution is not known in advance”, therefore solving word
problems can present issues for those who struggle in reading.
• Problem solving requires students to analyze date, read to
understand the problem, know what is given, choose how to apply
mathematics to solve the problem, and develop and check the
solution.
• Students who struggle with vocabulary or have reading issues can
get lost in words, or find they are unable to understand what is given
Research Strategies
• Research indicates that students who are taught
strategies in reading math improve there
comprehension
• The National Council of Teachers of
Mathematics states students should use
communication to: organize and consolidate
their thinking, communicate their thinking
fluently to peers and teachers, as well as
analyze mathematical thinking and strategies
of others
• Therefore reading, writing, listening, and
speaking are vital to mathematics instruction
Literacy Strategies
• Based on reading research students should: activate
prior knowledge, make and revise predictions, look for
visual cues and text features, make inferences, ask
questions, make mental images, and use fix up
strategies, and summaries
• Students should also use their texts to examine
equations and other text features that prove or support
the words of definitions, and theorems.
• Students will also need to have many experiences
reading and writing about concepts to develop skills that
allow them to communicate math vocabulary and
deepen their understanding of mathematics
Other resources
• A Graphic Organizer can also be used to chart
the definition of a word, and associated
equations to help students gain a better
understanding of new concepts
• Asking questions, using the Question Answer
Relationships approach will allow learners to
clarify information and understand what the
author’s purpose is, and see if their solution is
mathematically sound
• These two techniques demonstrate how prior
knowledge ties into new material
Stressing Vocabulary
• Since many vocabulary words in math have
different meanings, strategies for language
acquisition should be applied in the classroom
• Students must have frequent opportunities to
read and speak using mathematical language to
develop fluency
• Teachers should also consider the need and
value of translation and interpretation as a
reading teacher would when helping students
with new or difficult text
• This will also help connect new material to prior
knowledge and then create clarifying questions
Teaching Reading and Vocabulary
• Reading and vocabulary instruction can help
connect new material to prior knowledge as well
as create clarifying questions
• Comparing different meanings of math
vocabulary words to other casual uses of these
words helps heighten comprehension using this
“Vocabulary rollover” technique
• Provide scaffolding for learning mathematical
content and reading strategies
Word Cited
• Franz, Dana. "Supporting Stuggline
Readers in Mathematics Education."
Www.apexlearning.com. N.p., June
2009. Web.
<http://www.apexlearning.com/docume
nts/Research_LiteracyAdvantage_Math
_2009-05%282%29.pdf>.