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Montana Mathematics Enthusiast, 7. Retrieved from http://web.ebscohost.com.proxy.lib.muohio.edu/ehost/detail?vid=2&hid=9 This study presents two critical cases illustrating distinct patterns in teachers’ use of literacy strategies in secondary mathematics. From interviews with teachers, classroom observations, reflections on teaching, and teacher pasts, it was found that rehearsal and reorganization were the two general patterns of literacy strategy use in the math classroom, which are described thoroughly in this article.
2. Amdahl, K. A. & Loats, J. L. (1995). Algebra unplugged. Clearwater Pub Co. Authors assumed that the reader has no knowledge of algebra when explaining the various concepts, strategies, and vocabulary involved. Topics that are discussed include solving quadratic equations, multiplying polynomials, and calculating slope.
3. Brennan, J (2009). Algebra Help. Retrieved from http://www.helpalgebra.com/ Provides students with helpful, easy to follow explanations of concepts involved in algebra. Explanations will lead to student understanding of basic algebraic concepts.
4. Daniels, H. & Zemelman, S. (2004). Subjects Matter Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann. This book describes how reading, beyond just the textbook, should be incorporated into different content-area classrooms. It explains the problems with using textbooks as the sole curriculum,
and provides techniques for using the textbook more efficiently. This book also provides numerous reading strategies students can use to become better readers in the content areas.
5. Draper, R. J. (1997). Jigsaw: Because reading your math book shouldn’t be a puzzle. Clearing House, 71. Retrieved from http://webebscohost.com/ehost/detail?sid=freecc This article not only describes the importance of reading math textbooks, but also provides a detailed explanation of how jigsawing, a reading strategy, can be used in the math classroom. Jigsawing requires students to be broken up into expert groups, where they will read a given part of the textbook and master the content before sharing their information with their learning groups.
6. Freitag, Mark. Reading and Writing in the Mathematics Classroom. Retrieved from http://math.coe.uga.edu/tme/issues/v08n1/3freitag.pdf This source explained the importance of both reading and writing in the mathematics classroom. Teachers must help students develop the skills to learn math concepts and communicate their ideas effectively. Written explanations of the steps a student used to solve a problem are beneficial and lead to greater understanding of concepts.
7. Gibson, J. (2011). Why Learn Algebra? Math Goodies. Retrieved from http://www.mathgoodies.com/articles/why_learn_algebra.html Explains how students will use algebra in real world contexts. Students can use algebra concepts to solve these problems and understand their answer in the certain context. Helps students see why learning algebra concepts are important.
8. Green, D. (NA). Algebra & Geometry: Anything but Square. Basher Science. Covers basic concepts in both Algebra & Geometry. Provides explanations on concepts involving numbers, shapes, equations, relations, functions, and graphs.
9. Hoff, D.J. (2001). Reading Mastery is New Requisite for Solving Math. Education Week, 21. Retrieved from http://web.ebscohost.com/ehost/detail?sid=9d82d7c5 This article describes a new curriculum that is being put into place in New York public school districts. The new curriculum focuses on reading mastery as a requirement for mathematical problem solving, and teachers must alter their instruction to accommodate this higher emphasis on reading skills. The advantages and disadvantages of this new curriculum are also discussed.
10. Kenney, J.M., Hancewicz, E., Hever, L., Metsisto, D., & Tuttle, C.L. (2005). Reading in the Mathematics Classroom. In J. Houtz (Ed.), Literacy Strategies for Improving Mathematics Instruction (pp.47) Virginia: Association for Supervision & Curriculum Development. This source described the importance of reading to math students. The main idea was students should learn the language of mathematics to communicate their ideas coherently and clearly. Students will eventually connect mathematical concepts to problems they encounter in other contexts.
11. Kester Phillips, D.C., Bardsley, M.E., Bach, T. & Gibb-Brown, K. (2009). But I teach math! The journey of middle school mathematics teachers and literacy coaches learning to
integrate literacy strategies into the math instruction. Education, 129. Retrieved from http://webebscohost.com.proxy.lib.muohio.edu/ehost/detail?vid=2 This article describes the interconnectedness of literacy and mathematics. It provides an explanation as to why math textbooks are so difficult for students to read. This article also details ways in which math and literacy teachers can collaborate to improve both the math and literacy skills of their students.
12. Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. Retrieved from http://www.adlit.org/article/34643/ This source indicated that math texts present special literacy problems and challenges to young readers. The key to learning concepts comes through repeated practice with problem solving. Another main idea presented was the importance of students to be able to understand the language and logic of the mathematics used in textbooks.
13. Martin, Hope (2007). Mathematical Literacy. Retrieved from https://docs.google.com/a/muohio.edu/viewer?a=v&q=cache:mvVqCCAAolEJ:www.mi dleweb.com/mw/resources/MSmath_literacy.pdf+literacy+application+of+math&hl=en gl=us&pid=bl&srcid=ADGEESjCKWc1gTNxtzoCXJhIvtHr6whO YBQsQNUcKqDi4BfUXdmCy-pH_FeO7S0pkR_NvXPCMfLPP62JF Igpe5ZrVdUK_z0Ko_nnK2fi9MxJi6biFJk6tqSN9VzezyD_47L0PrMlWH&sig=AHIEt TCKBIQyYQy0bE66rHDmC0vHiqchA
This source described literacy as the ability to read, write, speak, and use language. It is important for teachers to engage students in meaningful mathematics. Teachers should also use real world applications to increase student interest and learning.
14. McGraw-Hill Companies (2011). English Language Learners in Math. Retrieved from
This source listed activities that would help teach math vocabulary to English language learners. It is important for teachers to understand that English language learners are learning English and the mathematical language. Teachers should vary their instruction and use reading techniques to help improve literacy in ELL’s.
15. Mckellan, D. (2011). Hot X: Algebra Exposed! . Penguin Group (USA). Helps students become confident toward solving problems using algebra. Students are guided towards mastery of topics about square roots, polynomials, quadratic equations, and word problems.
16. McKellar, D. (2007). Math Doesn't Suck: How to Survive Middle School Math. Penguin Group. Describes the tools students need to gain complete understanding of mathematical concepts that are often confusing for students.
17. McKeller, D. (2008). Kiss my Math: Showing pre-algebra whose boss. New York, NY. Hudson Street Press. This source includes step-by-step instruction, timesaving tips and tricks, practice problems with detailed solutions, and real world examples. The topics covered are negative numbers, variables, absolute values, and exponents. Students are encouraged to relax and not be intimidated by these new algebraic concepts.
18. N, D. (n. d.). Algebra One. Teen Ink, Retrieved from http://www.teenink.com/poetry/all/article/14607/Algebra-One/ Explained the important details of essential Algebra 1 concepts in a poem format. Summarized the main ideas covered in algebra in a humorous manner.
19. Shodor Education Foundation Inc. (1994-2011). Interactivate. Retrieved from http://www.shodor.org/interactivate/activities/ This source allows students to complete activities involving algebra concepts. These activities help keep students interested and motivated in learning mathematics through the use of technology.
20. Tucker, J (2008, August 25). Algebra - its everywhere. Retrieved from http://articles.sfgate.com/2008-08-25/news/17122583_1_algebra-schools-math-guy Learning algebraic concepts improves critical thinking skills in students. States that teachers should provide students with real life examples relating to algebra. Teachers can create positive, hard working attitudes in students towards learning about algebraic concepts.
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