MATHEMATICAL LITERACYKEVIN SIMPSON

October 2014

ABOUT THIS SESSION

In this workshop participants will explore tasks, discourse, and the learning environment to promote mathematical literacy.

ONLINE BOOK CLUB Free online book

club focused on literacy across the curriculum

Weekly discussions held here: http://kdsl.wordpress.com/kdsl-online-book-club/

MATHEMATICAL LITERACY: A TEACHER SURVEY

What is mathematical literacy? How do you teach it? Other thoughts on mathematical

literacy

Take the survey: http://www.surveymonkey.com/s/Z9DY9V6

WHAT IS MATHEMATICAL LITERACY?

MATHEMATICAL LITERACY

The Organisation for Economic Co-operation and Development (OECD) defines mathematical literacy as "an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of

that individual’s life as a constructive, concerned

and reflective citizen."

A MATHEMATICALLY LITERATE PERSON CAN…

estimate interpret data solve day-to-day problems reason in numerical, graphical, and

geometric situations communicate using mathematics.

ASIAN COUNTRIES TOP OECD'S PISA SURVEY OF GLOBAL EDUCATION: A SHORT VIDEO

PISA

The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

65 economies More than 510,000 students took part in this latest

PISA survey, representing about 28 million 15-year-olds globally.

The tests are designed to assess to what extent students at the end of compulsory education, can apply their knowledge to real-life situations and be equipped for full participation in society.

MATHEMATICAL LITERACY: A TEACHER SURVEY

What is mathematical literacy? How do you teach it? Other thoughts on mathematical

literacy

Take the survey: http://www.surveymonkey.com/s/Z9DY9V6

WHERE THEY ARE FROM AND WHAT THEY TEACH

Honduras Nigeria Philippines South Africa Thailand UAE USA Ukraine

WHAT IS MATHEMATICAL LITERACY?

Read and write Understand and apply math Language

HOW DO YOU TEACH IT?

Real world context Vocabulary Strategies

OTHER THOUGHTS

“It is something that may not always be taught directly.”

“Mathematical literacy is something that I was not taught growing up. Many primary teachers are unaware of the idea of mathematical literacy. Thus it is often not part of the classroom.”

“Mathematical literacy is something that ALL teachers PK-Post HS need to be on board with, so that all together we can teach our students these critical thinking and problem solving skills for life. “

STOP AND SHARE

HOW IS MATH LITERACY CONNECTED TO THE COMMON CORE?

APPENDIX B

GRADE 2

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

GRADE 5

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

GRADES 6-8

Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

“ WE HAVE ALWAYS BEEN READING TEACHERS WITHOUT REALIZING IT. “

Martinez and Martinez (2001) highlight the importance of reading to mathematics students:

[Students] ... learn to use language to focus and work through problems, to communicate ideas coherently and clearly, to organize ideas and structure arguments, to extend their thinking and knowledge to encompass other perspectives and experiences, to understand their own problem-solving and thinking processes as well as those of others, and to develop flexibility in representing and interpreting ideas. At the same time,

they begin to see mathematics, not as an isolated school subject, but as a life subject—an integral part of the greater world, with connections to concepts and knowledge encountered across the curriculum. (p. 47)

HOW ARE YOU, YOUR GRADE LEVEL TEAM OR SCHOOL IMPLEMENTING THE MATH PRACTICE STANDARDS?

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

MATHEMATICAL LITERACY

WHAT IS A TASK YOU RECENTLY ASSIGNED OR OBSERVED?

TASKS

PISA http://www.oecd.org/pisa/38709418.pdf

TIMSS https://nces.ed.gov/timss/

Common Core http://www.parcconline.org/samples/item-task-prototypes http://www.smarterbalanced.org/sample-items-and-performance-tasks/

NAEP http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx MARS http://map.mathshell.org/materials/tasks.php

NRICH http://nrich.maths.org/frontpage NCTM http://illuminations.nctm.org/Default.aspx

Dan Meyer http://blog.mrmeyer.com

DISCOURSE

DESCRIBE MATH DISCOURSE IN YOUR CLASSROOM

WHAT IS DISCOURSE IN THE MATHEMATICS CLASSROOM?

The National Council of Teachers of Mathematics (NCTM) in their professional standards describes discourse as ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning environment.

NUMBER TALK - 7TH GRADE: WHAT’S THE SAVINGS?

A TASK: DO NOT SOLVE

Together, Sara and Brendan have 20 pencils.

Sara says 1/4 of the pencils are hers. Brendan

Says 5 of the pencils belong to him. Explain how

they both could be right. Use words or drawings.

5 TALK MOVES

Revoicing (“So you’re saying...”)

Restating (“Can you repeat what Philip just said in your own words?”)

Applying Own Reasoning (“Do you agree or disagree with that statement? Why?”)

Prompt for participation (“Would someone like to add on?”)

Wait Time (“Take your time....we’ll wait”)

FIVE TEACHING PRACTICES FOR IMPROVING THE QUALITY OF DISCOURSE IN MATHEMATICS CLASSROOMS

Talk moves that engage students in discourse

The art of questioning, Using student thinking to propel

discussions, Setting up a supportive environment,

and Orchestrating the discourse.

WHAT ARE SOME STRATEGIES FOR FACILITATING PRODUCTIVE CLASSROOM DISCUSSIONS?

Attend to the classroom culture Choose high-level mathematics tasks Anticipate strategies that students might use to solve the tasks and monitor their work Allow student thinking to shape discussions Examine and plan questions Be strategic about “telling” new information Explore incorrect solutions Select and sequence the ideas to be shared in the discussion Use Teacher Discourse Moves to move the mathematics

forward Draw connections and summarize the discussion

LEARNING ENVIRONMENT

MATH CLOSINGS

Compliments Question Challenge Mathematician’s Chair

MATH JOURNAL REFLECTION QUESTIONS

What did you notice? What did you find interesting? What patterns do you see? What surprises you? What do you predict and why? What do your findings make you

wonder? What does this remind you of?

MATH CHALLENGES

What is another way we can investigate this problem?

Invent a strategy to solve that problem. How did you go about discovering this

relationship? How can you revise your theory to include

this new information? Pretend that the problem is slightly

different and see what happens.

COMMENTARY, EITHER BY THE TEACHER OR EVEN BETTER – BY THE STUDENT, ADDRESSES HOW THE STUDENT MET THE STANDARD OR ELEMENTS…

MATHEMATICAL LITERACY

IN ASSESSING WHERE WE ARE WITH MATHEMATICAL LITERACY

1. What should we keep doing?2. What should we start doing?

CLOSING

Questions and Answers Reflections

Kevin SimpsonKDSL-Know. Do. Serve. Learnkevin@kdsleducation.org www.knowdoservelearn.org Twitter: @KDSL07 Facebook: KDSL

REFERENCES

Kukaswadia, A. (2013) Mathematical literacy a necessary skill for the 21st century The Public Library of Science. Retrieved from http://blogs.plos.org/scied/2013/02/11/mathematical-literacy-a-necessary-skill-for-the-21st-century/

T Romberg.(2001, Oct). Mathematical Literacy: What Does it Mean for School Mathematics? MSPnet Math and Science Partnership Program. Retrieved from http://dmc.mspnet.org/index.cfm/7761

Kenney, J., Hancewicz, E., Heuer, L., Metsisto, D. & Tuttle, C. (2005) Literacy Strategies for Improving Mathematics Instruction. Alexandria, VA: Association for Supervision and Curriculum Development

Martinez, J. G. R., & Martinez, N. C. (2001). Reading and writing to learn mathematics: A guide and a resource book. Boston: Allyn & Bacon.

Ontario Ministry of Education. (2004) Leading Math Success: Mathematical Literacy Grades 7-12: The Report of the Expert Panel on Student Success in Ontario Retrieved from http://www.edu.gov.on.ca/eng/document/reports/numeracy/numeracyreport.pdf

Organisation for Economic Co-operation and Development. (2006) Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 Retreived from http://www.oecd.org/pisa/pisaproducts/pisa2006/37464175.pdf