Literacy and Mathematical Content Area Instruction - Essay Example

?Math Literacy Increasingly the interconnectedness of content areas is being recognized in education research. In this way, understanding in the language arts can be understood to contribute to understanding in even mathematics. The notion of literacy emerges then as a highly important concept. While there are a variety of perspectives on the concept of literacy, the predominant view of literacy still considers it as linked to reading fluency. This essay examines the notion of literacy and argues that literacy is highly important to students’ comprehension of mathematics. Literacy is a highly complex notion. Traditionally literacy has referred to a comprehension of language elements. Increasingly, however, literacy has come to refer to an understanding and proficiency with an endless array of subjects. For instance, today there is media literacy, mathematics literacy, and science literacy. A number of researchers and agencies have proposed spectrums of literacy. In this way the National Institute for Literacy indicates that major aspects of literacy include, “decoding/phonemic awareness and phonics, morphology, vocabulary, fluency, and text comprehension” (National Institute of Literacy 2007, p. 3). For the purpose of this research literacy is considered in terms of language fluency. There are a number of aspects of literacy that exist in my subject area of mathematics. Perhaps the most overarching consideration is the notion of content literacy. Conley refers to content literacy as students’ comprehension of specific reading and fluency knowledge that contributes to their understanding of the specific subject (Conley 2008). As my subject is mathematics there are a variety of ways that content literacy is important. In a sense, students’ actual fluency with solving mathematic problems can be regarded as a sort of literacy. Still, specific language fluency in terms of phonemic awareness, vocabulary, and text comprehension is required in much math content. Other theorists have considered specific areas of literacy. In this way, journal writing, blogging, editing, and revising become central features of literacy in mathematics. Still, other theorists have considered specific types of mathematic literacy. Franz (2009, p. 3) considers that, “Mathematical literacy is attained only when students can decipher the numbers, apply abstract symbols, and use words to construct mathematical meaning.” This is a more comprehensive recognition of literacy as encompassing numbers as forms of literate expression. There are a variety of ways that literacy within mathematics exists. In solving math equations one recognizes that, “Although understanding the mathematics involved…is certainly essential, being able to read, understand, and respond in writing to the item in specialized ways is also crucial. Content area literacy involves showing students how to adjust their reading and writing to the specific demands of different kinds of knowledge and tasks” (Conley 2008, p. 22). In this way literacy within mathematics occurs in particular situations that aid the solving of mathematics equations. For instance, mathematics often has terminology such as box plot, quartile 1 and interquartile, or minimum and maximum. Students must recognize these concepts in order to advance to the problem-solving portion of the mathematics. One considers that in science students more thoroughly focus on words and patterns. In the language arts students must develop thorough reading comprehension skills. The notable recognition in these regards is that literacy in mathematics, as contrasted with most other subject areas, functions to aid the direct comprehension of the subject rather than being the subject itself. Other theorists have additionally considered that oftentimes literacy in mathematics, in terms of specific vocabulary, oftentimes takes on a different meaning than in outside contexts. For instance, it’s noted that the word ‘functions’ takes on a different meaning in terms of math than in other contexts (Franz 2009, p. 3). Ultimately then literacy in mathematics takes on more of supplementary role, and additionally may adopt new types of meaning, as in the different meanings of ‘function’. There are a number of opportunities for addressing language and literacy in mathematics. From an overarching perspective language literacy can contribute to mathematical understanding through allowing students greater ease in following the instructions and specific vocabulary. All mathematics problems contain stems or prompts that students must read and recognize in order to solve the mathematical equations. Additionally, there is specific technical vocabulary that contributes more directly to solving the specific equation. In addition to these overarching concerns there are more specific ways that literacy can be implemented in mathematics. One perspective considers that literacy can present new forms of looking at mathematical problems. In this way, Burns recognizes that teachers can and should incorporate writing exercises in mathematics class. She states that, “When writing solutions to math problems, students should not only present answers, but should also explain their thought processes” (Burns 1995, p. 4). In addition to aiding the instructor through ensuring students understanding the underlining processes behind solving the math equation, having to write out their process for solving the problem further reinforces the concept in their minds as they must reimagine these processes into forms of verbal expression. In addition to the above mentioned reasons there are a variety of opportunities that literacy supports mathematics. One perspective has considered that writing can be used to enhance the classroom environment. While mathematics is oftentimes regarded as a solitary activity, when students must express mathematics concepts in terms of language, researchers believe this may help establish a connection with fellow students (Urquhart 2009). There are also further considerations related to the way that literacy can contribute to a deepened or more efficient understanding of mathematical concepts. Urquhart (2009, p. 6) indicates, “writing supports mathematical reasoning and problem solving and helps students internalize the characteristics of effective communication.” Of course there are a number of means of implementing literacy to achieve these aims. In large part these processes are parallel to those in traditional language classroom environments. Specifically, mathematics classrooms can require students engage in editing and revising journal entries on the processes of solving mathematical equations. In this way students are directly engaged in the systematic way that math equations are solved and recognized past areas where they were experiencing difficulties; the articulation of these processes in verbal concepts provides a narrative structure that is oftentimes more conducive to such learning than through the meta-critical examination of pure numerical expressions. Of course there is the recognition that literacy is not only effective for student’s improved comprehension of mathematics, but it also presents a significant opportunity for tracking and conducting assessments. In this way Urquhart (2009, p. 6) indicates that requiring student journaling on mathematics provides a functional way for teacher’s to map students’ progress. Still, other opportunities for literacy in math can be witnessed in terms of the use of technology. Technology, literacy, and mathematics have been fused in a variety of contexts. One notable such way occurred through blogging geometric concepts. Brozo (2008, p. 5) notes that an instructor, “took words from geometrical shapes from the sample reading selection…he posted these words to a classroom blog along with instructions.” Subsequently students were required to post versions of sentences and short stories using these terms. In this way students came to recognize the way that this mathematical vocabulary was implemented in external concepts, deepening their recognition of the terms. In conclusion, this essay has examined the notion of literacy and argued that it should increasingly be incorporated into mathematical content area instruction. Literacy, for the purpose of this research, is considered in terms of its traditional notion as verbal fluency and comprehension. The essay argues that literacy should increasingly be incorporated into mathematics instruction as it provides a valuable means of supplementing student understanding of key concepts. Ultimately, increased adoption of literacy in the mathematics curriculum contributes to both student develop and teacher effectiveness. References Brozo, A. Math: Content Literacy and Technology. Math Instruction. 2008. Burns, Marilyn. Writing in Math Class. Instructor Magazine. 1995. Conley, Mark. Content Area Literacy. Pearson. 2008. Franz, Dana. Supporting Struggling Readers in Mathematics Education. Apex Learning. 2009. National Institute for Literacy. What Content-Area Teachers Should Know About Adolescent Literacy. 2007. Urquhart, Vicki. ‘Using Writing in Mathematics to Deepen Student Learning.’ McRel. 2009. Read More