Literacy Strategies for Improving Mathematics Instruction

Joan M. Kenney, Euthecia Hancewicz, Loretta Heuer, Diana Metsisto, Cynthia L. Tuttle

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About

What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.

Preface

Mathematics as Language

Reading in the Mathematics Classroom

Writing in the Mathematics Classroom

Graphic Representation in the Mathematics Classroom

Discourse in the Mathematics Classroom

About the authors

Joan M. Kenney's professional career has encompassed a wide variety of experiences in the field of mathematics. She has worked as a research scientist, specializing in operations analysis and risk management; taught mathematics at the secondary and college levels; and performed task modeling and pedagogical intervention in elementary and middle school classrooms. Joan served as the national evaluator for the National Science Foundation's Assessment Community of Teachers and Connecting with Mathematics projects, the Council for Basic Education's Instructional Leadership Academy, and the Digi-Block program. She has delivered keynote addresses at several national and international conferences, and has written extensively about mathematics education reform and assessment.

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Euthecia Hancewicz is a mathematics teacher coach, trainer, and consultant currently working with middle and elementary schools. She has taught mathematics from grades 2 through 10, focusing mainly on middle school students.

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Loretta Heuer is a Senior Research Associate at Education Development Center's (EDC) K–12 Mathematics Curriculum Center in Newton, Massachusetts. A former elementary school teacher, Loretta has worked as a middle school mathematics coach and as an implementation advisor in urban and suburban districts through the Massachusetts Mathematics Coaching Project. She has trained elementary school principals in mathematics using EDC's Lenses on Learning program, and is currently coaching a team in EDC's Lesson Study Communities project. Loretta's main research interests are the use of interactive technology in professional development and the role of graphic representation in the learning of mathematics. She can be reached at lorettamath@yahoo.com.

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Diana Metsisto started her career as a programmer and systems analyst working on scientific, real-time systems. After 11 years she switched to education, where she worked as a 7th grade mathematics teacher for 23 years in Norwell, Massachusetts. She then served as a mathematics coach for three years under the auspices of the Massachusetts Middle School Mathematics Project. For the past two years, Diana has been a consultant for the Education Development Center, working as a coach with teams of middle and high school mathematics teachers for the Lesson Study Communities Project.

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Cynthia L. Tuttle taught mathematics for 21 years at both the elementary and middle school levels and worked as a certified reading teacher. She served as an Assistant Professor at both Castleton State College and American International College, where she was the first Coordinator of Supportive Services for Undergraduates with Learning Disabilities. She has been a mathematics coach in middle school classrooms for the Massachusetts Mathematics Coaching Project, and has worked with teachers through the Hampshire Educational Collaborative. At present, she works independently as a mathematics coach and consultant.