Friday, 22 May 2020

Professional Reading #2

Share three pieces of academic or professional reading and explain how they and other sources helped your form hypotheses about aspects of teaching that might contribute to current patterns of learning. (WFRC#7)

Professional Reading #2:
Learning Mathematics Vocabulary: Potential Pitfalls and Instructional Strategies
By: Denisse R. Thompson and Rheta N. Rubenstein

While reading the introduction to this article, I found myself asking the question, "Do my students speak "Mathematic'?" 

Why Being Good at Language Arts Means That You Can Do Math ...

Other important points from the article are:
  • Students need to master the language if they are to read, understand and discuss mathematical ideas. 
  • The language of mathematics is largely limited to school
  • It is important to recognise that students think and learn in many ways, and we must propose a spectrum of approaches including oral, written, visual and kinaesthetic modes. 
  • Vocabulary learning and mathematical understanding are intertwined
  • Student can record the new terms and meanings with diagrams in a maths glossary (**HYPOTHESIS: If students keep a digital record created with a special template and label on student blogs of new vocabulary terms, would they gain a deeper understanding in the long run?)
    • I thought that VOCABULARY WORD was___________. Now I know that VOCABULARY WORD is _______________.
  • Language fluency requires intensive language use and working in groups allows students with opportunities to "talk mathematics"
  • Provide visual tools/cartoons for vocabulary connections

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