Reading in Mathematics
Video and Reflection: Now watch Deconstructing Word Problems, in which students are working together in structured small groups to solve problems that involve representing situations algebraically and then finding a solution. Each small group includes a reader, translator, annotator, and double-checker. Each group also has a graphic organizer on which they capture their thinking. You may want to take notes on the questions below.
- Before you watch: How do you support student engagement in making sense of mathematics texts and other instructional resources? What indicators do you use to monitor whether these supports work?
- Watch the video: As you watch, pay attention to the different roles students take on and the purpose of each role. Note the different ways Ms. Gay supports student engagement in making sense of the mathematical text as they enact these roles.
Students in Kelly Gay's class work together in specific roles (reader, translator, annotator, double-checker) to solve mathematical word problems.
Teacher: Kelly Gay
School: Centennial Campus Magnet Middle School, Raleigh, NC
Lesson Topic: Translating real-world scenarios into algebraic equations
Lesson Month: November
Number of Students: 19
Other: School uses Sheltered Instructional Observation Protocol
- Reflect: How do the assigned roles and the graphic organizer support student sense making of the mathematics text? What strategies do you see used in this classroom that might also work in your own classroom?
What if student collaboration to make sense of mathematics text is not a possibility? Sometimes it is important to see how well students can make sense of text as they solve mathematics problems on their own, particularly as you prepare students to engage in the rich non-routine mathematics tasks that are likely to be included in many assessments that reflect the expectations of the CCSSM. How might students learn to make sense of mathematics materials when they are working alone?