Mathematical Literacy Helping Students Make Meaning in the Middle Grades

ISBN-10: 0325011230

ISBN-13: 9780325011233

Edition: 2008

Authors: Gladis Kersaint, Denisse R. Thompson, Janet C. Richards, Patricia D. Hunsader, Rheta N. Rubenstein

List price: $30.00
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Language and communication are important to mathematics just as they are to the other content areas. Mathematical Literacy is a powerful resource that introduces you to a wide spectrum of strategies and approaches for building students' facility in mathematical communication. s Mathematical Literacy demonstrates how immersion in the language of math supports improved learning through traditional communication skills such as: reading writing speaking listening s as well as math-specific communication skills, including: symbolizing graphing creating diagrams using tables. s It provides everything you need to increase the presence of mathematical language in your classroom, guiding you through the ample research base and theoretical underpinnings supporting its ideas, demonstrating implementation through detailed classroom vignettes, and presenting ready-to-use tools and activities that connect theory directly to practice. s Whether you are an individual preservice or practicing teacher, part of a teacher book-study group, or creating whole-staff professional learning, Mathematical Literacy promotes professional learning with questions interspersed throughout that encourage reflection and prompt you to action. It offers many paths for teachers to take as they help students to improve their use of mathematical language and grow as mathematicians. s Help every student become fluent readers, speakers, and writers of mathematics. Read Mathematical Literacy and give young adolescents new ways to explain their reasoning, make connections, debate their thinking with peers, and share their struggles - in short to understand mathematics deeply. s
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Book details

List price: $30.00
Copyright year: 2008
Publisher: Heinemann
Publication date: 1/23/2008
Binding: Paperback
Pages: 208
Size: 8.50" wide x 11.00" long x 0.50" tall
Weight: 1.100
Language: English

T. R. Johnson is an Assistant Professor of English and Director of the Writing Center at the University of New Orleans. He has also taught at Boston University, the University of Louisville, and Bellarmine College. His work on the teaching of writing has appeared in C ollege Composition and Communication , the Journal of Advanced Composition , and Composition Studies .

Janet C. Richards is a professor in the College of Education at the University of South Florida, Tampa, where she teaches courses in literacy theory and methods, writing, and qualitative research. She is Senior Editor of the Journal of Reading Education. Richards is a literacy scholar for the International Reading Association and has worked with classroom teachers and higher education faculty in Thailand, Azerbaijan, Estonia, Pakistan, and Romania. She is a former elementary classroom teacher and writes extensively on preservice and inservice teachers' communication skills.

Patricia D. Hunsader is an adjunct professor at the University of South Florida, Sarasota-Manatee, where she teaches courses in mathematics methods for preservice teachers. She has mathematics classroom teaching experience at both the high school and elementary levels, and her research examines how students' literacy skills and self-efficacy influence their problem-solving practices. She received her Ph.D. from the University of South Florida in 2005.

Rheta N. Rubenstein is a professor at the University of Michigan-Dearborn, where she teaches courses in mathematics and methods for undergraduate preservice and graduate inservice teachers. She is active in NCTM, currently serving as general editor for yearbooks on algebra (2008), geometry (2009), and curriculum (2010). She previously taught secondary mathematics in the Detroit Public Schools, education at the University of Windsor, and community college mathematics at Schoolcraft College. She is interested in mathematics communication and curriculum development and has written several textbooks.

Theoretical Perspectives on Meaning Making
Meaning Making in Mathematics
Communication and Mathematical Literacy
Reading and Language Issues
Section 1 Summary: Learning from Theoretical Perspectives
Classroom Environments to Facilitate Meaning Making
Toward a Discourse Community
Zoom In-Zoom Out: Using Reading Comprehension to Enhance Problem-Solving Skills
Multiple Representations Charts to Enhance Conceptual Understanding
You Be the Judge: Engaging Students in the Assessment Process
Section 2 Summary: Developing Classroom Environments to Facilitate Meaning Making
Teaching Practices That Encourage Meaning Making
Building Meanings Through Concept Development and Communication
Building Meanings Through Language Development
Building Meanings Through Speaking and Listening
Building Meanings Through Reading
Building Meanings Through Writing
Section 3 Summary: Encouraging Meaning Making in Your Classroom
Sample Middle Grades Mathematics Textbook Lesson
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