Language in the Math Classroom

[object Object],[object Object],Welcome! Please complete the warm-up (HO 1)

Our PD Projects ,[object Object],[object Object],[object Object],[object Object],[object Object]

Our PD Goals for Language in Math Build teachers’ knowledge of… ,[object Object],[object Object],[object Object],[object Object]

Lessons Learned about PD on Language Strategies for Math ,[object Object],[object Object],[object Object],[object Object]

Session Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

#1: Examine the Language Demands in Mathematics Lessons ,[object Object],[object Object],[object Object],[object Object]

Communication Standard: Goals for Students ,[object Object],[object Object],[object Object],[object Object],[object Object]

Types of Language Demands ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Student’s Perspective ,[object Object],“ When I am listening or reading a word problem, I sometimes leave out or reverse important information. When I am struggling through the words, I lose the meaning of the problem.” Source: “Faking It” by C. Lee and R. Jackson

Reading in Mathematics Class ,[object Object],[object Object],[object Object],[object Object],[object Object]

What’s different about reading mathematics texts? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

#2: Use a Sample Lesson for Professional Development ,[object Object],[object Object]

PD Simulation: View and Discuss a Video ,[object Object],[object Object],[object Object]

Mathematics Lesson in Video ,[object Object],[object Object],[object Object],[object Object],[object Object],x 2 x Algebra Tiles 1 HO 2A: Lesson

Video: Background ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

As You Watch, Keep in Mind… ,[object Object],[object Object],[object Object],[object Object],HO 2: Video Notes

Discuss: ,[object Object],[object Object],[object Object]

#3: Focus on Writing Strategies for Mathematics Class ,[object Object],[object Object],[object Object],[object Object]

Why Write in Mathematics? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PD Simulation: Looking at Student Work ,[object Object],[object Object],[object Object],[object Object],[object Object],HO 3: Jumping Jacks

Analyze Problem from an Accessibility Lens ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],HO 3 Jumping Jacks

Looking at Student Work (LASW) Key Questions ,[object Object],[object Object],HO 4 LASW Tool

LASW Directions ,[object Object],[object Object],[object Object],[object Object],[object Object],HO 5 Students X, Y, Z HO4 LASW Tool

Discuss Observations, Questions & Strategies Z

Discuss Observations, Questions & Strategies X Y Z

Teachers Discuss Writing Strategies for Math ,[object Object],[object Object],[object Object],HO6 Writing Strategies

#4: Expand Teachers’ Repertoires of Vocabulary Strategies ,[object Object],[object Object],[object Object],[object Object]

Vocabulary is Everywhere ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Complexities of Mathematics Vocabulary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],HO 7: Math Vocabulary

Vocabulary in the Geometry & Data Strands ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

As You Watch, Keep in Mind ,[object Object],[object Object],HO 8: Video Notes

Discuss with a Partner ,[object Object]

Sample Strategy: Visual Definitions ,[object Object],[object Object],[object Object]

Vocabulary 4-Block Strategy ,[object Object],Median 1, 1, 4, 6, 7, 10,21 Median sounds like medium --the middle Don’t forget to put the numbers from smallest to largest! This strategy helps students build understanding by organizing information about a term. HO 9 Vocab. 4-block

Discussion Questions for Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

“I Have, Who Has” Activity: Demo Who has a five-sided polygon? 1. First player asks question I have a pentagon. Who has a 90 ◦ angle? 2. Player with matching word responds and then asks next question.

“I have, Who has” Directions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Discussion Questions for Teachers ,[object Object],[object Object]

Things to Keep in Mind: Vocabulary in Mathematics ,[object Object],[object Object],[object Object],Handout 10: Analyzing a Math Task

#5: Provide Planning Processes and Tools ,[object Object],[object Object],[object Object],[object Object]

Common Challenges ,[object Object],[object Object],[object Object]

Suggestions for Math Supervisors ,[object Object],[object Object],[object Object],[object Object],Handout 11: Sample Planner

Share Your Experience ,[object Object]

Closing ,[object Object],[object Object],[object Object]

Suggestions: Using LASW in PD ,[object Object],[object Object],[object Object],[object Object],[object Object]

Language in the Math Classroom

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Language in the Math Classroom