Academic Literacy: Reading
When educators think of academic language, we often think of the vocabulary in our content areas. Pi, radical, complex numbers, and logarithms are all examples of tier three academic language, as defined by Isabel Beck.
In math, our academic vocabulary often comes in the form of not only words, but symbols. This adds a layer of complexity to approaching domain-specific vocabulary for students. Not only do they need to know what pi is (an irrational number), but they also need to know what it stands for (3.1415926...) and what it looks like (π)!
Reehm and Long (1996) said it well when they described mathematics vocabulary knowledge in four ways: knowing the symbol, the vocabulary word that names the symbol, that the symbol and the word have the same meaning, and the concept which they represent.
Upon diving into the New York State Algebra II Mathematics Standards, I came across a standard that said students need to know how to solve for the roots of polynomial equations (AII-A.REI.4.b). This is not an especially difficult task once students practice and develop the basic skills needed to find the intercepts; however, in order to solve for the roots, the students need to have the knowledge that x-intercepts, zeros, and roots are all the same thing. The regents exam may ask students to do all “three” of these things on various different questions, but really, these questions would be asking the students to do the same process.
Further, knowing that syntax, the order in which we write out an equation or solve our problem, matters. We need to write coherent, complete mathematical sentences.
So, how do we teach these in mathematics?
A great way to naturally embed vocabulary instruction in mathematics is through word walls. Directing students to this wall when they are discussing or writing will give them a place to reference popular mathematical words. Explicitly pointing out vocabulary words when they are present in problems also helps students naturally develop an eye for vocabulary.
Another way to help boost students literacy is to utilize reading strategies in the classroom. A few examples of helpful strategies are "CUBES" and "Conquer the Problem." These two strategies combined provide students with vital tools to break down, analyze, and work with word problems.
CUBES is a method for students to identify information in word problems. Check out this picture:
As you can see, CUBES helps students to identify numbers, the question at hand, keywords and vocabulary, and distracting information. It also reminds students to show their work! This strategy will help students to read, decipher, and understand complex work problems.
Click here for an example of "Conquer the Problem" and "CUBES" in action!
In math, our academic vocabulary often comes in the form of not only words, but symbols. This adds a layer of complexity to approaching domain-specific vocabulary for students. Not only do they need to know what pi is (an irrational number), but they also need to know what it stands for (3.1415926...) and what it looks like (π)!
Reehm and Long (1996) said it well when they described mathematics vocabulary knowledge in four ways: knowing the symbol, the vocabulary word that names the symbol, that the symbol and the word have the same meaning, and the concept which they represent.
Upon diving into the New York State Algebra II Mathematics Standards, I came across a standard that said students need to know how to solve for the roots of polynomial equations (AII-A.REI.4.b). This is not an especially difficult task once students practice and develop the basic skills needed to find the intercepts; however, in order to solve for the roots, the students need to have the knowledge that x-intercepts, zeros, and roots are all the same thing. The regents exam may ask students to do all “three” of these things on various different questions, but really, these questions would be asking the students to do the same process.
Further, knowing that syntax, the order in which we write out an equation or solve our problem, matters. We need to write coherent, complete mathematical sentences.
So, how do we teach these in mathematics?
A great way to naturally embed vocabulary instruction in mathematics is through word walls. Directing students to this wall when they are discussing or writing will give them a place to reference popular mathematical words. Explicitly pointing out vocabulary words when they are present in problems also helps students naturally develop an eye for vocabulary.
Another way to help boost students literacy is to utilize reading strategies in the classroom. A few examples of helpful strategies are "CUBES" and "Conquer the Problem." These two strategies combined provide students with vital tools to break down, analyze, and work with word problems.
CUBES is a method for students to identify information in word problems. Check out this picture:
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| Image from CLOSE Reading in Math by Ta Mara Breaux |
Click here for an example of "Conquer the Problem" and "CUBES" in action!
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