Math Powerpoint For Presentation

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Math Powerpoint For Presentation

  1. 1. Research on Integrating Language Arts into Mathematics Deirdre Thorpe
  2. 2. “ Success in one area reinforces the other.” <ul><li>According to a study Douglas Clements and Julia Saramel (2006), “there’s an overlap between language and math” and success in one area reinforces the other. Why? </li></ul><ul><li>Math requires “precision in language.”, so talking about math helps kids increase their vocabularies. </li></ul><ul><li>What may be less obvious is that many mathematical concepts are embedded in children’s stories… </li></ul>
  3. 3. The study uses the example of Goldilocks and the Three Bears. <ul><li>the mathematical principal of ordering </li></ul><ul><li>correspondences between ordered sets </li></ul><ul><li>patterning </li></ul><ul><li>classifications and </li></ul><ul><li>cause and effect thinking </li></ul><ul><li>“ Such concepts can be applied to simultaneous comprehension of math and literature.” </li></ul>
  4. 4. Strategies for learning reading can be transferred to math . <ul><li>Sometimes children can do math problems without really understanding concepts. The challenge is to help math students develop meaning and make sense of what to do.” To remedy this, Burns (2006) suggests that, “talking about math in terms of reading instruction can give them a different and more positive perspective.” </li></ul><ul><li>Making predictions….like making estimates before solving math problems </li></ul><ul><li>Writing things down in graphic organizers can help reinforce reading comprehension, while writing things down in a similar way in math can help them “develop, cement and extend understanding.” </li></ul><ul><li>When responding to literature children’s writing is never identical, there are several ways to come up with a “right answer”. The same idea holds true for math. Teachers should “encourage different methods for reasoning, solving problems and presenting solutions.” </li></ul>
  5. 5. Burns on teaching math vocabulary <ul><li>“First identify vocabulary to be taught. Determine relevant terminology for each unit and daily lesson. Introduce the vocabulary only after developing an understanding of the relevant mathematical ideas, connecting meaning to ideas.” New vocabulary can be added to a class chart and students can create their own word lists to be used at home. </li></ul>
  6. 6. Practical Ideas for Math Vocabulary Instruction <ul><li>“ Two Hand Take Away” </li></ul><ul><li>defining polygons by classifying groups of manipulatives </li></ul>
  7. 7. Using Read Alouds <ul><li>According to Marilyn Burns(2006), “Connecting math to literature can boost confidence of those who love literature but are math wary.” The opposite is also true. Burns goes on to outline three practical lesson ideas. </li></ul>
  8. 8. 3 Math Lessons using Read Alouds
  9. 9. Why does it work? <ul><li>As she reflects on her basic approach with read alouds to teach math Burns states, “it connects a basic skill to a real life example and encourages ways to arrive at answers”. She goes on to point out, “recording their strategies helps children make a connection between reasoning and mathematical symbols”. (Burns, 2005) </li></ul>
  10. 10. To what extent are the researched approaches suitable for ELLs? <ul><li>Vocabulary instruction can be taught to include technical vocabulary instruction through demonstration, active learning which connects meaning to experiences and categorization activities in graphic organizers. It is reinforced through illustration, verbalization and social interaction. Every aspect of this research is suitable for an ELL classroom, although certain additions to the approaches would be ideal. These additions could include the routine use of an overview, the adherence to the “demonstration plus model” and an increase in the use of prior knowledge and areas of interest which relate the activities to real life. </li></ul>
  11. 11. To what extent are the researched approaches suitable for ELLs? <ul><li>The use of Read Alouds for math instruction is also of great value to the second language learner. Strategy instruction, use of literature to provide a common experience from which to base math lessons on & a socially interactive and hands on experience which suits the children’s individual interests and the use of graphic organizers are all recommended in the ESL classroom. </li></ul><ul><li>Again, an overview could make the lessons more clear. Graphic organizers could be altered according to students needs to differentiate the activity. “Automaticity” may be focused on using specific technology, and multimodal technology could increase clarity, motivation and understanding. </li></ul>
  12. 12. Additional issues and questions <ul><li>Q: For example, is there sufficient availability of multicultural literature which could be used in the math lessons? A: It is my thinking that perhaps almost any children’s literature could be made into a math lesson, even if it is not written for that specific purpose. </li></ul><ul><li>Q: Also, how could at home assignments made easier for parents with little or no English? A: The active approaches which are made exciting to children could be talked about and shown to parents at home. Assignments which are active extensions of classroom projects may make it obvious what skill the child is practicing. Perhaps a child could build confidence by teaching English technical vocabulary to family members. </li></ul>
  13. 13. Significance <ul><li>In conclusion, the significance of developing children’s English through math skills is very obvious. It is in the early grades that lifelong foundations are formed for skills these important subject areas. Confidence and interest play a large role in learning as well. Finally, as Clement and Sarama (2006) state about children’s literature and math, “by connecting the two areas children also build a far deeper understanding of each.” </li></ul>
  14. 14. References <ul><li>Burns, M. (2005, April). Using Storybooks to Teach Math. Instructor , pp. 27-30. </li></ul><ul><li>Burns, M. (2006, April). The Language of Math. Instructor , pp. 41-43. </li></ul><ul><li>Burns, M. (December 2005). Building Bridges to Teach Reading and Math. Leadership Compass , 3 , 1-3. </li></ul><ul><li>Clements, D. & Sarama, J. (2006, September). The Number Letter Connection. Parent and Child . </li></ul><ul><li>Furner, J. M., Yahya, N. & Duffy, M. (2005). Teach Mathematics: Strategies to Reach all Students. Intervention in School and Clinic , 41 . </li></ul><ul><li>Giambo, D. A. & Szecsi, T. (2004). ESOL in Every Minute of the School Day. Childhood Education , 81 . Retrieved April 26, 2008, </li></ul><ul><li>Salend, S. (2005). Creating Inclusive Classrooms (5th ed.). Upper Saddle River, N.J. Pearson Merril Prentice Hall. </li></ul>

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