Literacy Strategies in the Mathematics Classroom: Adapting Reading/Language Arts Strategies to Teach K-12 Mathematics
Mathematics, Literacy, Language Arts, Communication
Engaging students in reading, writing, talking and listening are important tools for learning. The National Council of Teachers of Mathematics Principles and Standards (NCTM, 2000) highlights Communication as one of five Process Standards. This interdisciplinary approach will document the research background to support literacy strategies as a valuable and effective tool in developing students' mathematical understanding. The process of thinking and the process of language can be a part of the mathematical experience of all students. This presentation will include literacy strategies appropriate for K-12 mathematics classrooms. Our presentation includes the following literacy strategies: word sorts, the reflective process of journaling, questioning strategies, graphic organizers, pre-reading and reading strategies for mathematics, literature selections, etc. These illustrations support how students use literacy strategies to organize and clarify their ideas and guide them in giving reasons and justifications for their solutions. Participants will be actively engaged in several of these literacy strategies for the mathematics classroom.
Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Workshop Presentation in English
A paper has not yet been submitted.
Dr. Winnie J. Peterson
Associate Professor, Department of Mathematics, Kutztown University of Pennsylvania
Kutztown, Pennsylvania, USA
Dr. Winnie J. Peterson, Associate Professor in the Department of Mathematics at Kutztown University of Pennsylvania. Currently she teaches mathematics content to pre-service elementary teachers, graduate mathematics education courses to in-service teachers, and is involved with the Pennsylvania High School Coaching Initiative focusing on literacy strategies in the mathematics classroom. She recently co-authored an article with Jane Murphy Wilburne in the October 2007 issue of the NCTM Mathematics Teacher titled, “Using a Before-During-After (BDA) Model to Plan Effective Secondary Mathematics Lessons.” A thirty-nine year veteran teacher she currently sponsors a NCTM Student Affiliate at Kutztown University and is president-elect of the Pennsylvania Council of Teachers of Mathematics (PCTM). Her research interests include literacy strategies in K-12 mathematics classrooms, actively engaging students in learning mathematics and reflective teaching.
Dr. Lynn Columba
Associate Professor, Teaching, Learning & Technology Program, Lehigh University
Bethlehem, Pennsylvania, USA
Dr. Lynn Columba, Associate Professor at Lehigh University and Coordinator of the Teaching, Learning, & Technology Program which certifies Elementary and Secondary Teachers at the graduate level. In 2005, the book The Power of Picture Books in Teaching Math & Science: PreK-8 was published with co-authors C. Kim and A. Moe. She has published over 30 other professional articles. Currently, she is a Co-PI with two NSF grants-GK-12 STEM and ITEST-Launch-It. She has completed over 35 years of teaching—14 years in public schools in Louisville, KY; 3 years as a Clinical Instructor at the University of Louisville; and, 19 years at Lehigh University as a professor. She has chaired 19 dissertations to completion. Currently, her areas of research include literacy strategies in K-12 mathematics classrooms and exploring mastery of basic facts with the First in Math On-line Program.