1、Bridging the Gap Literacy and Mathematics,Cheryl S. Latiolais,Literacy Issues,Mathematics involves the usage of a very precise and unique language.,Literacy Issues,Contextually based problems draw from a wide variety of applications which the students may not be familiar with in their own lives.,Lit
2、eracy Issues,Teachers of mathematics must actively pursue literacy strategies to assist students in becoming mathematically literate.,The Elements of Literacy,The Elements of Math,Mathematical Reasoning Technology Symbolic representation Tools of measurement,What has this got to do with us?,In urban
3、 settings achievement in literacy and mathematics often lags Greater incidence of the following contributing factors. Low socio-economic status English as a second language Special education and 504,How do we help all students?,Incorporating English Learner Strategies in Mathematics Courses for Teac
4、hers. Jacobs & Winicki-Landman,Mathematics as a Second Language,Reform-based curricular materials set mathematics instruction deeply within contextually based problems Wilson, et al,Selected Strategies for Mathematics Instruction -Castillo and Peraza,Selected Strategies for Mathematics Instruction -
5、Castillo and Peraza,Selected Strategies for Mathematics Instruction -Castillo and Peraza,Selected Strategies for Mathematics Instruction -Castillo and Peraza,Selected Strategies for Mathematics Instruction -Castillo and Peraza,Selected Strategies for Mathematics Instruction -Castillo and Peraza,Scaf
6、folding Mathematics Instruction -Aida Walqui,Scaffolding Mathematics Instruction -Aida Walqui,Modeling,Scaffolding Mathematics Instruction -Aida Walqui,Modeling Bridging,Scaffolding Mathematics Instruction -Aida Walqui,Modeling Bridging Contextualization,Scaffolding Mathematics Instruction -Aida Wal
7、qui,Modeling Bridging Contextualization Schema Building,Scaffolding Mathematics Instruction -Aida Walqui,Modeling Bridging Contextualization Schema Building Text Re-presentation,Scaffolding Mathematics Instruction -Aida Walqui,Modeling Bridging Contextualization Schema Building Text Re-presentation
8、Metacognitive Development,A Method We Can Use,S-W-B-S Someone wants to know but, so .,Someone wants to know, but, so .,Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works
9、 h hours and sells a total of d dollars in merchandise?,Someone wants to know, but, so .,Commission,Someone wants to know, but, so .,Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings
10、when she works h hours and sells a total of d dollars in merchandise?,Someone wants to know?,Vicki wants to know her total earnings,Someone wants to know, but, so .,Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation r
11、epresents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?,But?,Writing the but statement forces students to articulate what is confusing to them 2 INDEPENDENT VARIABLES,But?,but, .we only know how that she earns 10 dollars per hour, and .06 commission on t
12、otal sales,Someone wants to know, but, so .,Vicki works as a salesclerk in a clothing store. She earns $10.00 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?,SO,Writing the so s
13、tatement forces students to think about and articulate how to solve.WRITING THE EQUATION IN WORDS,So,so, how much Vicki earns depends on how much she earns per hour plus her commission on how much she sells.e = 10h + .06d,Acknowledgements,Acknowledgements: Jackie Sack, MLI, Rice University Alison Mc
14、Cowan, literacy coach, James Madison High School, HISD,Works Cited,Aida Walqui, R & D Alert, A Publication of West Ed. (2004)Lloyd, G.M., Wilson, M., Wilkins, J. L. M., & Behm, S.L. (Eds.). (2005)Proceedings of the 27th annual meeting of the North American Chapter of the International Group for Psychology of Mathematics EducationJuan Castillo and Nitza Peraza, (2005) Bassett Unified School District, La Puente, CaliforniaJudith E. Jacobs & Greisy Winicki-Landman, (2007) California State Polytechnic University, Pomona,
