The Hinchman text focused on the importance of using all three components of mathematical systems of representation: symbolic notation, visual representation, and linguistic system. The need to activate prior knowledge is necessary for students to succeed as is the ability to rephrase what the problems are saying. I thought the strategy shown in the chapter was interesting as it had the students visually represent the problem as well as explain the problem verbally and through writing. Being able to explain something to someone else is a great way to learn a new concept, and it helps you learn the material better.
The Jetton text brought up an interesting argument in that most mathematical concepts are presented through objects rather than textually which leaves students at a disadvantage. Students need to be exposed to content area texts in order to become proficient at computational fluency, conceptual understanding, and mathematical processes. The authors presented a 3-step approach to mathematical literacy: identify the texts that will be read/written during the lesson, identify the literacies needed for the lesson, and develop a lesson that allows the students to successfully navigate the text and literacies. They also stressed the need for successful, sustained collaboration between math and literacy teachers.
The Moji video information is similar to the two texts in that we must help students work through texts so that they are active participants with the text, not just processing it. The emphasis in the video was on the 5 Es: expose, engage, elicit/engineer, examine, and evaluate.
Connections:
Text-to-self: I know that when I was able to apply background knowledge or connections to content area texts, I was more successful. In my own classroom, I try to help students make connections as often as possible so that they deepen their understanding. I know that I would have been more successful at math if I was able to see how the information was relevant and I was able to manipulate the work more rather than just simply be given the processes to solve problems.
Text-to-text: Most literacy texts I've read stress the importance of having students apply background knowledge and connect with the text in order to be successful. Texts also stress the importance of being able to verbally express how to solve problems or explain ideas rather than just solving problems or answering basic comprehension questions.
Text-to-world: I think we have to attempt to make everything we teach relevant to students' lives or they will not successfully learn the material. Of course, there will be times where that will not be possible, but the more we can make them aware of how it applies to their lives (not just in math, but in all subjects), the more they understand the need to learn the material and the more receptive to new ideas they will be.
Questions:
1. What are some strategies you use to help students think more critically? I struggle to get them to want to think deeper and apply their background knowledge, and I am sure that they are the same way with their other subjects.
2. Do you know of any cross-curricular projects that could connect math with either ELA or history/social studies so that students can see & apply concepts in other content areas?
Melissa, I totally agree about making the information we present to our student applicable. I feel that if we do not, they won't find the value or understand the importance of what we are trying to teach them.
ReplyDeleteI also struggle with questioning, strategies, activities that demand my students to think more critically. I often try asking open ended questions or I require my students to use certain vocabulary words. I would also like more ideas on how to foster the critical thinking.