Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning
eBook - PDF

Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning

  1. English
  2. PDF
  3. Available on iOS & Android
eBook - PDF

Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning

About this book

This resource applies familiar reading comprehension strategies and relevant research to mathematics instruction to aid in building students' comprehension in mathematics.

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Yes, you can access Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning by Laney Sammons in PDF and/or ePUB format, as well as other popular books in Education & Teaching Mathematics. We have over one million books available in our catalogue for you to explore.

Information

Publisher
Shell Education
Year
2011
Print ISBN
9781425807894
eBook ISBN
9781425892081
Topic
Education
Subtopic
Teaching Mathematics

Table of contents

  1. Cover
  2. Title Page
  3. Credits
  4. Page 3 - Table of Contents
  5. Page 9 - Foreword
  6. Page 11 - Acknowledgements
  7. Page 13 - Preface: Good Teaching Is Good Teaching
  8. Page 17 - Chapter 1—Comprehension Strategies for Mathematics
  9. Page 17 - Concerns about Mathematical Achievement in the United States
  10. Page 18 - Global Achievement Gap in Mathematics
  11. Page 20 - Instructional Strategies for Student Achievement
  12. Page 21 - Reading and Mathematics Connections
  13. Page 22 - Reading and Mathematics Comprehension
  14. Page 23 - Knowledge About Content
  15. Page 24 - Knowledge About Structure
  16. Page 25 - Pragmatic Knowledge
  17. Page 26 - Knowledge About the Social/Situational Context
  18. Page 28 - Teaching for Comprehension
  19. Page 29 - The Seven Comprehension Strategies
  20. Page 31 - Explicit Instruction
  21. Page 32 - Explaining the "What"
  22. Page 32 - Explaining the "Why"
  23. Page 32 - Explaining "When"
  24. Page 33 - Modeling How to Perform the Strategy
  25. Page 34 - Guiding Students as They Practice
  26. Page 34 - Giving Students Independent Practice
  27. Page 35 - Using Comprehension Strategies
  28. Page 35 - "Beginning" Strategies
  29. Page 36 - "During" Strategies
  30. Page 37 - "After" Strategies
  31. Page 38 - Comprehension Strategies for Conceptual Understanding
  32. Page 39 - Teaching Comprehension Strategies for Mathematics
  33. Page 39 - Planning Phase
  34. Page 39 - Early Phase
  35. Page 40 - Middle Phase
  36. Page 41 - Late Phase
  37. Page 42 - Chapter Snapshot
  38. Page 43 - Review and Reflect
  39. Page 45 - Chapter 2—Recognizing and Understanding Mathematical Vocabulary
  40. Page 45 - What Is Vocabulary?
  41. Page 47 - The Importance of Vocabulary Instruction
  42. Page 49 - Direct Vocabulary Instruction
  43. Page 55 - Choosing Mathematics Terms to Teach
  44. Page 59 - Engaging Students in Learning Mathematical Vocabulary
  45. Page 60 - Encouraging Parental Involvement
  46. Page 60 - Mathematical Discourse
  47. Page 63 - Mathematical Writing to Reinforce Vocabulary Knowledge
  48. Page 67 - Mathematical Word Walls
  49. Page 69 - Graphic Organizers
  50. Page 76 - Games and Other Learning Activities
  51. Page 80 - Literature Links to Mathematical Vocabulary Acquisition
  52. Page 81 - Chapter Snapshot
  53. Page 83 - Review and Reflect
  54. Page 85 - Chapter 3—Making Mathematical Connections
  55. Page 86 - Making Connections to Enhance Learning
  56. Page 87 - Schema Theory
  57. Page 92 - Kinds of Mathematical Connections
  58. Page 92 - Math-to-Self Connections
  59. Page 93 - Math-to-Math Connections
  60. Page 93 - Math-to-World Connections
  61. Page 95 - Teaching Students to Make Mathematical Connections
  62. Page 95 - Modeling and Think-Alouds
  63. Page 97 - The Schema Roller
  64. Page 98 - One-Minute Schema Determiner
  65. Page 99 - Math Stretches
  66. Page 103 - Mathematical Current Events
  67. Page 104 - Sharing Class Connections with Anchor Charts
  68. Page 105 - In the Context of Problem Solving
  69. Page 108 - Using Children's Literature
  70. Page 110 - Distinguishing Meaningful Connections from Distracting Connections
  71. Page 113 - Chapter Snapshot
  72. Page 114 - Review and Reflect
  73. Page 115 - Chapter 4—Increasing Comprehension by Asking Questions
  74. Page 115 - The Quality of Questioning in Classrooms
  75. Page 117 - The Relationship Between Questions and Learning
  76. Page 119 - Strategic Questioning to Critically Evaluate Mathematical Information
  77. Page 120 - What Students Need to Know about Asking Questions for Mathematical Comprehension
  78. Page 126 - Kinds of Questions
  79. Page 126 - Question Answer Relationships
  80. Page 128 - Thick and Thin Questions
  81. Page 129 - Questions that Linger
  82. Page 129 - Teaching Students to Ask Meaningful Questions
  83. Page 130 - Modeling and Think-Alouds in Strategy Sessions
  84. Page 135 - Generating Questions with Thinking Stems
  85. Page 135 - Wonder Walls
  86. Page 136 - Question Journals
  87. Page 137 - Question Webs
  88. Page 138 - Math Stretches to Promote Questions
  89. Page 141 - In the Context of Problem Solving
  90. Page 142 - Using Children's Literature
  91. Page 144 - Chapter Snapshot
  92. Page 145 - Review and Reflect
  93. Page 147 - Chapter 5—The Importance of Visualizing Mathematical Ideas
  94. Page 148 - Visualization and Cognition
  95. Page 149 - What Students Need to Know about Visualization for Mathematical Comprehension
  96. Page 152 - Visualizing Multiple Representations of Mathematical Ideas
  97. Page 153 - Building the Ability to Visualize from Words
  98. Page 156 - Teaching Students the Strategy of Visualization for Mathematical Comprehension
  99. Page 156 - Modeling and Think-Alouds
  100. Page 161 - "Picture Walks" to Build Capacity to Visualize
  101. Page 162 - Visualize, Draw, and Share
  102. Page 163 - Multiple Representations Graphic Organizers
  103. Page 165 - Math Stretches to Encourage Visualization
  104. Page 166 - Using Children's Literature
  105. Page 168 - Chapter Snapshot
  106. Page 169 - Review and Reflect
  107. Page 171 - Chapter 6—Making Inferences and Predictions
  108. Page 172 - The Relationship between Inferences and Predictions
  109. Page 173 - What Students Need to Know about Inferring and Predicting
  110. Page 177 - Building Student Ability to Infer and Predict
  111. Page 179 - Inferring Requires Time for Reflection
  112. Page 180 - One-to-One Conferences to Promote Effective Inferences and Predictions
  113. Page 182 - Teaching Students to Infer and Predict Enhance Mathematical Understanding
  114. Page 182 - Modeling and Think-Alouds
  115. Page 186 - Word Splash
  116. Page 187 - Inference and Evidence
  117. Page 188 - Math Stretches to Encourage Students to Infer and Predict
  118. Page 191 - In the Context of Problem Solving
  119. Page 194 - Using Children's Literature
  120. Page 196 - Chapter Snapshot
  121. Page 197 - Review and Reflect
  122. Page 199 - Chapter 7 —Determing Importance
  123. Page 200 - The Levels of Determining Importance
  124. Page 201 - Critically Examining Mathematical Information
  125. Page 202 - What Students Need to Know about Determining Importance
  126. Page 206 - Teasing the Important Ideas from Mathematical Text
  127. Page 207 - Overviewing
  128. Page 208 - Highlighting
  129. Page 209 - Read a Little, Think a Little
  130. Page 210 - Teaching Students to Determine Mathematical Importance
  131. Page 210 - Modeling and Think-Alouds
  132. Page 214 - Building on the Concrete
  133. Page 215 - What's Important?
  134. Page 215 - Zoom In/Zoom Out
  135. Page 217 - Math Stretches to Support Determining Importance
  136. Page 219 - In the Context of Problem Solving
  137. Page 221 - Using Children's Literature
  138. Page 224 - Chapter Snapshot
  139. Page 225 - Review and Reflect
  140. Page 227 - Chapter 8—Synthesizing Information
  141. Page 228 - Strands of Mathematical Proficiency
  142. Page 229 - Synthesizing and Mathematizing
  143. Page 230 - What Students Need to Know about Synthesizing
  144. Page 232 - Teaching Students to Synthesize for Making Mathematical Meaning
  145. Page 233 - Modeling and Think-Alouds
  146. Page 235 - Creating Concrete Experiences
  147. Page 237 - Making Conjectures
  148. Page 239 - Math Stretches to Explore Synthesizing
  149. Page 240 - In the Context of Problem Solving
  150. Page 242 - Using Children's Literature
  151. Page 246 - Chapter Snapshot
  152. Page 247 - Review and Reflect
  153. Page 249 - Chapter 9—Monitoring Mathematical Comprehension
  154. Page 250 - Metacognition
  155. Page 251 - Monitoring Understanding for Mathematics Learners
  156. Page 252 - Conceptual Understanding
  157. Page 254 - Problem Solving
  158. Page 255 - What Students Need to Know about Monitoring and Repairing Mathematical Comprehension
  159. Page 257 - Repairing Comprehension
  160. Page 260 - Teaching Students to Monitor Mathematical Understanding
  161. Page 261 - Modeling and Think-Alouds
  162. Page 263 - Huh?
  163. Page 264 - Ticket Out the Door Comprehension Check
  164. Page 264 - Comprehension Constructor
  165. Page 266 - Using Math Stretches for Monitoring Comprehension
  166. Page 267 - In the Context of Problem Solving
  167. Pgae 268 - Using Children's Literature
  168. Page 273 - Chapter Snapshot
  169. Page 274 - Review and Reflect
  170. Page 275 - Chapter 10—In the Guided Math Classroom
  171. Page 276 - The Foundational Principles of a Guided Math Classroom
  172. Page 279 - The Components of a Guided Math Classroom
  173. Page 281 - A Classroom Environment of Numeracy
  174. Page 282 - Math Stretches and Calendar Board Activities
  175. Page 283 - Whole-Class Instruction
  176. Page 284 - Guided Math Instruction with Small Groups of Students
  177. Page 284 - Math Workshop
  178. Page 285 - Individual Conferences
  179. Page 285 - An Ongoing System of Assessment
  180. Page 286 - Teaching Students to Become Mathematicians
  181. Page 289 - Chapter Snapshot
  182. Page 290 - Review and Reflect
  183. Page 291 - Appendices
  184. Page 291 - Appendix A: Frayer Diagram
  185. Page 292 - Appendix B: Math Connections
  186. Page 293 - Appendix C: Question Journal
  187. Page 294 - Appendix D: Multiple Representations Graphic Organizer
  188. Page 295 - Appendix E: Inference and Evidence Chart
  189. Page 296 - Appendix F: Comprehension Checklist
  190. Page 297 - Appendix G: Comprehension Constructor
  191. Page 298 - References Cited
  192. Page 304 - Children's Literature
  193. Thank You Page