ipl-logo

Summary Of Math In Plain English Literacy Strategies

583 Words3 Pages

Benjamin, A. (2011). Math in Plain English: Literacy Strategies for the Mathematics Classroom. New York, NY: Routledge.

This book describes literacy strategies and explains how to use them within math lessons. The book gives ideas on how to teach students to become critical thinkers in math, leading them to become better with math skills and literacy skills. I chose this book because of the ideas on how to integrate literacy into my math lessons. This is a book I will use for ideas on how to use literacy strategies in math and I will use it as a future reference as I teach math over the course of the year.

My Math. (2013). Columbus, OH: McGraw-Hill Education.
This is the 5th grade math textbook. It has twelve chapters and covers a wide range of math topics. It teaches students the concepts of math that follow the Common Core State Standards. I chose this book because I enjoy teaching math and this book has a wide range of methods to teach students different math concepts. …show more content…

(2002). A Remainder of One. New York, NY: HMH Books for Young Readers.

This book is a trade book about the 25th Army Corps of ants. The Queen demands even lines for the marching infantry. Joe wants to be in the parade, but when the lines are uneven he has to sit out. Joe sadly watches the parade from the side until inspiration hits and he figures out how to make the lines even with him so he can be in the parade. I chose this book because it integrates division in the story and the idea of a remainder. This is a good book to get students’ attention and get them thinking about remainders, which we discussed in our lesson.

Sammons, L. (2011). Building Mathematical Comprehension. Huntington Beach, CA: Shell

Show More
Related
606 Words | 3 Pages

Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed

Read More
1330 Words | 6 Pages

The common core standards require students to learn how to solve problems in mathematics and English through complex ways. Catherine Snow, a graduate from Harvard of School of Education, argues, “if you’re never teaching them complex stuff… they never learn complex stuff” (Turner, 1). It is true that by learning things the hard way will increase the child’s critical thinking skills and ability to understand the subject’s content. However, Snow misses a point of the downside of the common core. Teaching students a complex way to solve a problem without the basic knowledge in the first place will make the child even more confused on how to solve the problem.

Read More
446 Words | 2 Pages

Homesteading is to protect equity, not physical ownership of property. The reason for homesteading is related to the forced sale of the primary residence and the equity disbursement to non-lienholder creditors (Sedgwick LLP, 2010). Homeowners have two pathways to Homesteading, with different protections. As with many rules and regulations, common understanding of the term has few ties to the application of the law in practice. It can be questionable as to if homesteading is a real value to a homeowner in today’s financial world.

Read More
1469 Words | 6 Pages

Although the images or texts I will use to model demonstration of my teaching point will have a balanced world-views, there is little or nothing I can do to ensure that students consult nonfiction resources that have balanced world view. Nevertheless, I can teach students to be critical thinkers by querying assumptions or notions that may lead them into making to statements or drawing conclusions about something that is more general than is justified by the available evidence. Another common

Read More
3188 Words | 13 Pages

The math education field carries so much weight in American education today. United States achievement is measured and compared to other nations, states and districts are measured against one another, and every student is pushed to meet a slew of proficiency standards on state and local tests. This is not a new phenomenon in math education; every decade an innovative initiative comes along to refocus math education. Most recently, the Common Core State Standards have pushed math educators to cover a greater depth and breadth of content with younger learners.

Read More
411 Words | 2 Pages

M Standards outline the essentials of a high-quality school math programs. This committee helps to provide a common foundation for all students to learn math. This common thread requires strong support for teachers and administration as well. IN 1989, this commission focused on two goals, one was to create a vision of what it means to be mathematically literate, and the other was to create a set of standards to guide the revision of curriculum.

Read More
1234 Words | 5 Pages

From adjusting their style of teaching to creating revamped lesson plans and getting familiar with new textbooks, to attending professional development meetings on and off campus, the transition has been a challenge. When most people think about mathematics, they think about computing numbers and symbols. Mathematics is more than just that, and the CCSS is making sure we are all aware of that fact. As discussed by Mongeau (2014) “By removing memorization standards and requiring teachers to cover fewer topics over the course of a year, the new standards are also meant to encourage teachers to spend more time on the underlying concepts behind mathematical concepts.” The end result of this will be that memorization will no longer be enough to meet the CCSS’s subject content.

Read More
691 Words | 3 Pages

However, once I understood what each section meant it was much easier to comprehend. I also liked that they gave examples of each type of question given on the math exam. This made it easier for me to understand the different types of items and why they might be confusing to ELLs. Furthermore, the authors use the evidence from their math assessment to reinforce the idea that knowledge of the English language significantly influences

Read More
710 Words | 3 Pages

The Common Core recommends a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics. The NCTM standards for students in mathematics are based on the following ten standards; the content standards (Number and Operations, Algebra, Geometry, Measurement, Data Analysis and Probability); and the process standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). The five content standards are organized by grade bands and cover specific expectations. The five process standards described and explains what each standards look like and the teacher’s responsibility of making sure students attain it.

Read More
514 Words | 3 Pages

Known by many as the boisterous and charismatic Pre-Calculus and AP Calculus teacher, Mr. Kwon is well liked by the high school community. A replacement for the much missed Mrs. Jacus, he has previously taught math and chemistry at a Canadian school in Shenzhen for 3 years, before getting his master’s degree in Hong Kong this year. Mr. Kwon asserts that he became a math teacher because he genuinely enjoyed math, and “wanted to help struggling students who don’t understand the material.” He also claims, “Compared to teaching chemistry at my old school, which is very abstract at times, precalculus and calculus are more practical and useful.” In terms of challenges in teaching, Mr. Kwon lists the major challenge as convincing students that they don’t need their calculator.

Read More
640 Words | 3 Pages

The world of mathematics is changing and with it comes the integration of the Common Core State Standards (CCSS), the five process standards of the National Council of Teachers of Mathematics (NCTM), and the 21st Century Learning skills that all teachers and students must now have an in-depth knowledge of. In their pathway for teachers, these three standards have woven a framework of instruction that can help instill a deep conceptual knowledge of mathematics to actively promote students to think more critically. The main focal point of the CCSS is to advocate values about learning math by contributing different standards that will focus on conceptual understanding in which students must participate. Within the CCSS mathematics framework,

Read More
580 Words | 3 Pages

“ I like the new math books because it's easy to find the right page and the problems are worded well enough so it's easier to solve.” The books have so many levels to them that most problems are easy to

Read More
615 Words | 3 Pages

I get up and go over when I hear the two adults go back and forth for the solution. I knew how solve the problem but had the same reaction the previous night when helping with homework. With the new Common Core standards, every parent or guardian is relearning mathematics whether they like it or not. Written in 2009 by Phil Daro, William McCallum, and Jason Zimba, the goal of the Common Core, as stated in Sarah Garland’s article, would, “catapult American students ahead of other developed nations, but would also help close the gaping achievement gaps between low-income students in the U.S. and their wealthier counterparts” (Garland). Common Core is a new way to analyze and solve math problems.

Read More
826 Words | 4 Pages

Over the last three years math has transformed largely in both method, purpose, and teaching style. These factors have changed based on curriculum, final standardized tests, and the teachers themselves. Ninth grade geometry, tenth, Algebra II, today, precalculus, and next year, calculus. On a conceptual level math can be sorted into two categories, practical, everyday use, and the abstract: hypotheticals and imaginaries. Neither type is more important, with each serving a very different overall purpose for the learner.

Read More
493 Words | 2 Pages

For example they state that books can fall into four categories, counting books, number books, storybooks, concept or information books. Books can be divided to use in these categories and teacher can use the books to supplement the mathematical tasks

Read More

More about Summary Of Math In Plain English Literacy Strategies

Related Topics

Open Document