or
I Wish I Could Remember My
Multiplication Tables
Some definitions:
• …mathematical knowledge, methods and processes applied in various contexts in
insightful and reflective ways (de Lange).
• An individual’s capacity to identify and understand the role that mathematics
plays in the world, to make well-founded judgments and to use and
engage with
mathematics in ways that meet the needs of that individual’s
life as a constructive, concerned an reflective citizen (Program for International
Student Assessment, 1999).
• Numerate (includes symbols, structures and terminology), spatial and
quantitative
understanding that enables humans to achieve academically,
personally and
functionally in their communities and occupations.
• Fluency in mathematical symbols, structures and terminology that helps students
readily recognize, accurately decode, comprehend and encode oral,
written and
visual mathematical messages. (M2L2)
What is Math Literacy?
• Math as a language is supported through reason and research.
When visual symbols and structures of a subject area are represented the
same in all languages, but differently in oral and written forms,
the
visual/symbolic becomes a language in itself (David Pimm, 1987).
• Linguistics involves:
Lexicon: word stock
Grammar: process and formation
• In math, the numeric and symbol systems are the lexicon. Math
functions and processes constitute the grammar of the language.
• To become math literate, students need to gain an understanding of both.
Why Do We Call It Literacy?
How math can differ from language:
• No tense in math. No past, present or future. Everything
just “is”.
• No emotional content.
• Precision. Ordinary speech is full of ambiguities,
innuendoes, hidden agendas and unspoken cultural
assumptions.
Oh, come on, now!
“The Standards set grade-specific standards but do
not define the intervention methods or materials
necessary to support students who are well below or
well above grade-level expectations. It is also beyond
the scope of the Standards to define the full range of
supports appropriate for English language learners
and for students with special needs. At the same
time, all students must have the opportunity to learn
and meet the same high standards if they are to
access the knowledge and skills necessary in their
post-school lives.”
– from page 4 of the Common Core State Standards for Mathematics
Help?
1. Pre-assess: Ask yourself what prerequisite concepts,
symbols and language do your students need to be
successful learning in your course. Screen for literacy. If
they don’t have it, then teach what you think they should
know.
2. Teach and repeat: During instruction, make sure your
students consistently re-encounter and understand
important components of math literacy.
3. Be results-driven: If they are not knowledgeable and
fluent, and have not achieved the results you want, then
change the approach and/or reteach to your students.
You’re IT!
Very few people, if any, are literate in all the world’s tongues – English, Chinese,
Arabic, etc. But virtually all of us possess the ability to be literate in the shared
language of math. This math literacy is called numeracy, and it is this shared
language of numbers that connects us with people across continents and through
time. It is what links ancient scholars and medieval merchants, astronauts and
artists, peasants and presidents
With this language we can explain the mysteries of the universe or the secrets of
DNA. We can understand the forces of planetary motion, discover cures for
catastrophic diseases, or calculate the distance from Boston to Bangkok. We can
make chocolate chip cookies or save money for retirement. We can build computers
and transfer information across the globe. Math is not just for calculus majors. It’s
for all of us. And it’s not just about pondering imaginary numbers or calculating
difficult equations. It’s about making better daily decisions, and hopefully, leading
richer, fuller lives.
— from www.learner.org/interactives
Math: The Universal Language