Oakland 1 Stephanie Oakland Mathematics Literacy Rationale In general, there is a great amount of controversy in the mathematical field as to the concept and implementation of content area literacy. Starting with the concept, Osterholm defined content literacy as the ability to read, understand and learn from texts from a specific subject area (Osterholm 329). In terms of mathematics, Draper states literacy in a mathematics classroom is the discipline-appropriate creation and use of texts to engage in mathematical practices and to understand, represent, and communicate mathematical ideas (American Educational Research Journal 955). It is believed that there are five forms of mental activity mathematical literacy emerges from, constructing relationships, extending and applying mathematical knowledge, reflecting about experiences, articulating what one knows, and making mathematical knowledge one s own (Journal of Adolescent & Adult Literacy 523). In addition to these conceptual definitions, there is a model of literacy and mathematics learning believed to imply broad definitions of text and literacy in order to incorporate the objects used in mathematical classrooms to reason and communicate mathematics. Second, the model implies that students in mathematics classrooms must learn both the mathematics and how to participate with texts used to reason and communicate mathematics. And finally, the model implies that literacy instruction for mathematics as a body of knowledge represented by particular texts and mathematics as a community of practice in which individuals use those texts in particular ways (American Educational Research Journal 954). In my opinion, mathematical content literacy deals with the ability to read, write, speak, listen, and simply communicate mathematics in academic language while having the ability to understand, as well as relate, mathematical practices in a textbook to real life scenarios. Many teachers and professors of mathematics are not convinced as to if implementing content literacy in a mathematics classroom is beneficial. One reason deals with the modern urge to break away from the traditional classroom because unfortunately, many mathematics teachers have viewed literacy instruction as a throwback to the school mathematics tradition, and because that is to be avoided it follows (through the transitive property of equality) that literacy instruction is to be avoided (Journal of Adolescent & Adult Literacy 520). In addition, Literacy researchers have consistently reported that content-area teachers, including mathematics teachers, believe that (a) it is someone else s responsibility to teach reading and writing, (b) they lack the ability or training to teach reading and writing, and/or (c) they do not have the time to provide literacy instruction along with their full content curriculum (American Educational Research Journal 927). Therefore, for these ideas among many others, many mathematics teachers are against implementing content literacy in the classroom. Though teachers are still against implementing literacy in their math classrooms, many standards bring content literacy into the picture. For example, in the Principles and Standards for School Mathematics the National Council of Teachers of Mathematics (2000) called for a more student-centered math classroom that deemphasizes rote memorization of isolated skills and facts and emphasizes problem solving and communication, whereby students can gain mathematical power (Journal of Adolescent & Adult Literacy 521). The problem solving and communication mentioned in this standard is exactly what implementing the teaching of content literacy will provide in a mathematics classroom. Going more deeply into the communication aspect of content literacy, the Principles and Standards included a communication standard for
Oakland 2 school mathematics. Specifically, the communication standard states that Instructional programs from prekindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely (Journal of Adolescent & Adult Literacy 523). Therefore, as literacy increases communicational abilities of this sense, it is not just helpful, but needed to achieve these standards. In addition, the importance of mathematical literacy to mathematical standards is expressed by recognizing that Standards for reading and writing take place within the larger context of encouraging students to communicate their thinking with others so that students can develop a deep understanding of important mathematical concepts and ideas This orientation toward reading and writing as tools for learning and understanding, as well as a lack of explicit detail concerning how to help students to read and write better, is not unique to the Standards, but in fact permeates much of the literature in mathematics education (American Educational Research Journal 928). The mathematical standards help educators to realize the importance of implementing content area literacy in the ability for students to fully grasp the complex world of mathematics. Now that I have shown how those in the world of mathematics feel about content literacy, why is it important? Is understanding mathematics simply reading a textbook and solving chapter problems or is it more powerful than that? Roni Jo Draper demonstrates his understanding of the complexity of this issue when he states more important than learning how to read the textbook is learning how to read, write, listen, speak, and think math texts. Mathematics educators must expand their definitions of texts to include anything that provides readers, writers, listeners, speakers, and thinkers with the potential to create meaning through language (Journal of Adolescent & Adult Literacy 523). In addition to his belief of why mathematical literacy is important, he reminds educators the benefits of supporting students in such a way, Students who have opportunities, encouragement, and support for speaking, writing, reading, and listening in mathematics classes reap dual benefits: they communicate to learn mathematics, and they learn to communicate mathematically (Journal of Adolescent & Adult Literacy 523). As a result of the importance of mathematical literacy, teachers who do not implement it in their classroom lessons deny students the access to truly understand and use mathematics, reformers believe that the rituals of the school mathematics tradition have made it difficult for students to recognize and use mathematics in their lives (Journal of Adolescent & Adult Literacy 521). Though this is an issue, it can easily be resolved, Students in math classrooms may need assistance reading and creating mathematics texts because either they lack mathematical content knowledge or they lack an understanding of how to use and manipulate mathematical signs and symbols. Mathematics teachers, who are experts at reading and creating math texts, are in the best position to help their students engage in this kind of literacy (Journal of Adolescent & Adult Literacy 524). In helping their students do so, teachers have the ability to provide opportunities for students to activate their background knowledge and establish purposes for reading, which is a primary tenet of the constructivist model of teaching and learning (Journal of Adolescent & Adult Literacy 528). In general, a student cannot fully understand mathematics without being fluent and literate in mathematical language, understanding cannot be achieved without fluency with texts. Because of the key role that communication, discourse, and representation play in the learning of mathematics, students who do not develop fluency with the texts will not have access to the
Oakland 3 meanings that are being developed and negotiated in the mathematics classroom. Thus, literacy is essential to the process of developing understanding (American Educational Research Journal 955). Though it may seem to many educators that the symbolic language is most important in understanding mathematics, that too includes the need for mathematic literacy, most common mathematical texts use both the symbolic language and a natural language, where one would seem to need both general and content-specific literacy skills (Osterholm 330). In general, meaningful mathematical instruction cannot exist without side by side literacy instruction, literacy must be considered an integral part of mathematics teaching and learning (American Educational Research Journal 955). Evidence has shown the positive impact content literacy has on the understanding of mathematics, but how can we integrate literacy into our everyday math classrooms? There are many strategies educators can use before, during, and after the student has read the textbook. Before reading, the student could preview the text to begin thinking about how to relate it to any background knowledge the student already has on the subject. In addition, the student or teacher can set a purpose for the reading by deciding what it is the student needs to focus on throughout the reading, as well as vocabulary in which the student needs to understand to be able to adequately grasp the mathematical concept. While the students are reading, the teacher could have students paraphrase what the author is saying, use context clues to figure out content before explained by the teacher, as well as pushing the students to continually integrate new concepts with background knowledge that they already have on the topic. Finally, after reading, the teacher could ask students to summarize what the authors main purpose was (explain how to carry out the mathematical procedure without looking at the text) and/or make connections to situations existing in the world today where these types of concepts could be applicable.
Oakland 4 References Draper, R. J., & Siebert, D. Different Goals, Similar Practices: Making Sense of the Mathematics and Literacy Instruction in a Standards-Based Mathematics Classroom.American Educational Research Journal, 927-962. Draper, R. J. School Mathematics Reform, Constructivism, and Literacy: A Case for Literacy Instruction in the Reform-Oriented Math Classroom. Journal of Adolescent & Adult Literacy, 45, 520-529. Osterholm, M. Characterizing Reading Comprehension of Mathematical Texts.Educational Studies in Mathematics, 63, 325-346.
Oakland 5 Personal Stance As a mathematics major, I had understood the importance of literacy in understanding mathematical concepts; however, I did not understand the extent to which it must be taught. After reading different articles in relation to content literacy in my content area, I learned how important it was to teach both simultaneously. The importance of teaching literacy had never occurred to me in a math classroom; until now, I had mainly thought of ways in which to help students understand mathematical concepts based upon individual learning styles and interests. However, after researching further into content area literacy, I am realizing the importance of not just differentiating as I teach, but in teaching how to really understand and appreciate the mathematical world through reading, writing, questioning, speaking, etc. Many strategies I had read about were things I would have never thought to implement in a mathematics classroom. There were many articles about using a KWL chart, different vocabulary strategies, and so much more which I had really only thought of in terms of an English or History, maybe Science as well, classroom. It is really interesting to see how all subject areas can really be intertwined under the umbrella of content literacy. In general, once schools begin to implement this more and more I think students will be much more well-rounded and less likely to only like math, or only like English, etc. because there will be aspects of all subjects in every content area if this literacy is fully implemented and integrated in to classroom learning. However, I think my biggest concern would be how much time to devote to each. Is this something in which I should spend half of my time in regards to literacy and the other half math? Or should I just implement mathematical literacy into specific areas where I see it helpful? Or just when students are learning a new topic? I think that is one of the biggest questions I have after reading about the importance of integrating both aspects into a content area classroom.