Study Of Studies
- 1. Study of StudiesPaula BreenMAED 5040-084
- 2. Purpose For StudyI chose to research reading in the math classroom because:Importance of interdisciplinary instruction
- 3. My certification in language arts
- 4. Hope to gain insight on why good readers perform highly on EOG testsMath Literacy5 characteristics of mathematical literacy: 1. valuing mathematics 2. confidence in one’s ability to do math 3. problem solvers 4. communicating and reasoning mathematically“The development of mathematical literacy is critical in providing our students with the unrestricted access to the school curriculum and to a full range of opportunities in their vocational and personal lives” (Pugalee & Chambles, p.2, 2000).
- 5. IMPLICATIONSFocuses attention on characteristics for students to be “mathematically literate”
- 6. Further reflect on how to get students to value mathematics
- 7. Encourages effective use of calculatorsMiddle School Children’s Problem-Solving Behavior: A Cognitive Analysis from a Reading Comprehension PerspectiveResearchers studied student behaviors from reading perspective while students solved word problems
- 10. Students who “recorded the given information, exhibited greater use of context and provided explanations and justifications for their mathematical steps” were able to solve more problems and made less mistakes (Pape,p.208, 2004). IMPLICATIONSStudents might be solving word problems incorrectly due to “inadequate” reading strategies, might have little do with math understanding
- 11. Have students record important information or summarize word problems to check that students are comprehending while reading
- 12. Encourage students to slow down and monitor progress
- 13. Further collaborate with Literacy Coach on how to model and teach specific reading strategies in mathThe Interaction of Reading and Computational abilities in solving word problemsResearchers classified students based on reading and computational abilities and examined responses to problem-solving to observe how these abilities interacted
- 14. Found students high in reading ability and low in computational abilities could compensate when problems were heavy on reading but required minimal computations
- 15. These students could not compensate when problems required multiple steps to solve the problem
- 16. Researchers also believed that these two abilities were not the only skills required for solving word problemsIMPLICATIONSClear that reading and computational abilities interact when it comes to students approaching word problems
- 17. Need to develop both abilities as well as expose students to problems with multiple layers and stepsIs There Room In Math Reform For Pre-service Teachers to Use Reading?Researchers call for (although do not perform) research on educating pre-service teachers on the benefit of using reading strategies in math
- 18. Would this training increase use of strategies in the classroom experience and have an impact on attitude regarding the importance of content area reading
- 19. Reading in math is complex: charts, graphs, tables, reading not just from left to right…IMPLICATIONSThis also applies to current teachers, need to reflect on beliefs about reading the content areas
- 20. Math teachers must understand complexities of types of reading and comprehension involved in math: not just reading words nor reading from left to right as students are taught from a young age
- 21. Research says strategies increase comprehension in mathReading to Learn Mathematics: New Connections, New Questions, New ChallengesArticle urges for reading reform across the curriculum, introduction of variety of texts into math classrooms
- 22. Study performed by introducing reading strategies into graduate course for teachers to “experience as learners the potential of using reading to support the learning of mathematics” (Borasi & Siegel, p.10, 1990).
- 23. Concluded that strategies in “reading to learn mathematics” could be valuable addition into classroom, making students active readers and in turn, hope to make them active problem solversIMPLICATIONSSuggestions for types of texts to use beyond word problems: “essays addressing history and philosophy of mathematics,…biographies and anecdotes about great mathematicians…” (Siegel & Borasi, p.10, 1990).
- 24. Reiterates connections between “active readers” and “active problem solvers”Story Grammar to Enhance Mathematics Problem SolvingResearchers believed in transferring strategies used in reading literature to solving math problems
- 25. identifying structure, remembering details, distinguishing between relevant and irrelevant details
- 26. Study involved small group of students receiving intervention on these strategies
- 27. Strategies helped students focus on important information, used the strategies, and improved on assessmentIMPLICATIONSOutlines what good problem solvers do---understand structure, recalls important details, distinguishes relevant information
- 28. Shares specific questions helping with structure:
- 31. Strategies were successful among small group of students
- 32. The Language Factor in Mathematics TestCompared math test items to converted test items with more simplistic language
- 33. 2 parts to study:
- 35. (2) Tested students on combination of original and modified test items (also compared ELL students to proficient English speakers)
- 36. Part 1, students generally preferred modified items
- 37. Not significant differences on performanceIMPLICATIONSStudents from low SES benefit most from modified language
- 38. What can we do to better assist our ELL students?Why Content-Area Literacy Messages Do Not Speak to Mathematics TeachersMessage of importance of content-area reading is not speaking to math teachers
- 39. Researchers examined literature on content-area reading and found 3 main problems
- 42. (3) misconceptions and misrepresentations about math literacyIMPLICATIONSUnderstanding of what to communicate to literacy coach
- 43. Collaborate with literacy coach to develop strategies specific to my classroomLearning to Teach Reading in Secondary Math and ScienceResearchers followed two pre-service teachers through course designed for reading in the content areas
- 44. Researchers observed course, analyzed course materials, students journals, interview professor and students, observed student teaching sessions
- 45. Found pre-service teachers beliefs changed and valued reading in content areas however did not carry over to practical useIMPLICATIONSPre-service and current teachers need to be taught to implement strategies, beyond valuing their importanceClosing Thoughts…Hope to find specific strategies in practitioner pieces
- 46. Hope to collaborate further with our literacy coach
- 47. This study built a foundation for where to start in implementing reading in my math classroom