Math Literacy FrameworkTM
Math Literacy Framework TM
Utilizing Reading, Writing, Speaking, and Listening Skills to Acquire the Language of Mathematics NCTM Conference Handout 04.14.16
A. Tremain Nelson, M.Ed. • [email protected] • 281.543.7255
THE LANGUAGE OF MATHEMATICS
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Math Language Learners – 2016 ASCD Conference Handout - Page
3
DDIC PLC Components Component 1: State Standards ü Pre-requisite Skills ü Requisite Skills ü Future Learning Component 2: Assessments ü Success Criteria ü Learning Progressions ü Formative Assessments Component 3: Data Review ü Student Strengths ü Student Misconceptions ü Teacher Strategies Component 4: Unit Planning ü Conceptual Understanding ü Application ü Procedural Fluency
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
4
DATA DRIVEN INSTRUCTIONAL CYCLE TM
Math Language Learners – 2016 ASCD Conference Handout - Page
MATH LITERACY FRAMEWORK TM Math Literacy is defined by a student’s ability to read, write, speak, and listen in the language of mathematics. The Math Literacy FrameworkTM is based on the NCTM process standards that state students should be able to proficiently communicate, problem solve, make connections, interpret multiple representations, reason and prove as they progress through their K-12 math courses. The framework incorporates strategies that develop conceptual understanding, problem solving (application), and procedural fluency through carefully constructed reading, writing, listening, and speaking activities. These activities are outlined in greater detail below: Math StudyTM Sessions Mathematically literate students need opportunities to interdependently study the concepts that are needed for mastery of the state standards. During a Math Study session, students interact with informational text, graphic organizers, text dependent questions, and each other to deepen their conceptual understanding of the mathematics. Math EssayTM Sessions Mathematically literate students need opportunities to use the academic language of the content in their verbal and written expressions. During a Math Essay session, students use standards-based success criteria to prepare a fiveparagraph essay that describes their summary, strategy, solution, justification, and reflections as they work individually and collaboratively through an authentic problem scenario. Math FluencyTM Sessions Mathematically literate students need opportunities to practice the skills and concepts they have learned. During a Math Fluency session, students work individually and collaboratively through short concrete, application, or abstract problems in order to determine the most effective and efficient methods to solve problems.
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Math Language Learners – 2016 ASCD Conference Handout - Page
5
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Student-Created Example
Reflect
Group Share (Strategy)
Revise
Math Language Learners – 2016 ASCD Conference Handout - Page
Paragraph 5: Reflection
Paragraph 4: Justification
Paragraph 3: Solution
Revise Strategy
Paragraph 2: Strategy
Paragraph 1: Summary
12 13
Reflect
Revise
Partner Critique
Justify Solution & Explain Reasoning
Perform Computations
Determine Efficiency
Determine Strategies
Identify Useful Information
Independent Reading Group Share (Summary)
Text-Dependent Question(s)
Math FluencyTM
Text-Dependent Question(s)
Math EssayTM
Partner Critique
Written Summary
Independent Reading
Text-Dependent Question(s)
Math StudyTM
Math Literacy Lesson Delivery Framework
Utilizing Reading, Writing, Speaking, and Listening Skills to Acquire the Language of Mathematics NCTM Conference Handout 04.14.16
A. Tremain Nelson, M.Ed. • [email protected] • 281.543.7255
THE LANGUAGE OF MATHEMATICS
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Math Language Learners – 2016 ASCD Conference Handout - Page
3
DDIC PLC Components Component 1: State Standards ü Pre-requisite Skills ü Requisite Skills ü Future Learning Component 2: Assessments ü Success Criteria ü Learning Progressions ü Formative Assessments Component 3: Data Review ü Student Strengths ü Student Misconceptions ü Teacher Strategies Component 4: Unit Planning ü Conceptual Understanding ü Application ü Procedural Fluency
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
4
DATA DRIVEN INSTRUCTIONAL CYCLE TM
Math Language Learners – 2016 ASCD Conference Handout - Page
MATH LITERACY FRAMEWORK TM Math Literacy is defined by a student’s ability to read, write, speak, and listen in the language of mathematics. The Math Literacy FrameworkTM is based on the NCTM process standards that state students should be able to proficiently communicate, problem solve, make connections, interpret multiple representations, reason and prove as they progress through their K-12 math courses. The framework incorporates strategies that develop conceptual understanding, problem solving (application), and procedural fluency through carefully constructed reading, writing, listening, and speaking activities. These activities are outlined in greater detail below: Math StudyTM Sessions Mathematically literate students need opportunities to interdependently study the concepts that are needed for mastery of the state standards. During a Math Study session, students interact with informational text, graphic organizers, text dependent questions, and each other to deepen their conceptual understanding of the mathematics. Math EssayTM Sessions Mathematically literate students need opportunities to use the academic language of the content in their verbal and written expressions. During a Math Essay session, students use standards-based success criteria to prepare a fiveparagraph essay that describes their summary, strategy, solution, justification, and reflections as they work individually and collaboratively through an authentic problem scenario. Math FluencyTM Sessions Mathematically literate students need opportunities to practice the skills and concepts they have learned. During a Math Fluency session, students work individually and collaboratively through short concrete, application, or abstract problems in order to determine the most effective and efficient methods to solve problems.
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Math Language Learners – 2016 ASCD Conference Handout - Page
5
© 2016 Ahead of The Class Educational Services All rights reserved. Copy with permission only. www.mathliteracy.net - 800.784.6135
Student-Created Example
Reflect
Group Share (Strategy)
Revise
Math Language Learners – 2016 ASCD Conference Handout - Page
Paragraph 5: Reflection
Paragraph 4: Justification
Paragraph 3: Solution
Revise Strategy
Paragraph 2: Strategy
Paragraph 1: Summary
12 13
Reflect
Revise
Partner Critique
Justify Solution & Explain Reasoning
Perform Computations
Determine Efficiency
Determine Strategies
Identify Useful Information
Independent Reading Group Share (Summary)
Text-Dependent Question(s)
Math FluencyTM
Text-Dependent Question(s)
Math EssayTM
Partner Critique
Written Summary
Independent Reading
Text-Dependent Question(s)
Math StudyTM
Math Literacy Lesson Delivery Framework
