Incorporating Literacy Strategies in Mathematics
by Jessica Yates
Students often struggle when they are asked to read content area textbooks, such as those in mathematics, science, and history. Not only are these texts typically less interesting, they are a different structure than narrative texts, which are more prevalent in primary grade classrooms. According to the Texas Reading Initiative (2002), “As students move beyond the primary grades, the focus of their school lives shifts from learning how to read to using reading to learn” (p. 3). These books may contain pictures, but they are not the same illustrations that students may have previously seen in books. They include pictures that contain graphs and charts, maps, diagrams, and additions to the main sections of reading. It is crucial that students are taught how to read these texts and more importantly to understand the content.
Mathematics is a content area in which many students struggle and teachers are often unsure why. According to Fuentes (1998), “Students often think that mathematics involves only numbers, abstract symbols, and their interrelationships; they forget that mathematics involves natural thought and language processes as well. For them, reading happens in English classrooms, not in mathematics classrooms” (p. 81). Research indicates there are a variety of challenges in mathematics that have to deal with reading the text and comprehending the information (Friedland, McMillen, & Hill, 2011; Kenney, 2005; Metsisto, 2005). These challenges include the vocabulary and the language of math, the text structure, and the grade level at which the classroom texts are written. Even though many mathematics teachers are unaware of it, reading plays a crucial role in their classroom (Metsisto, 2005). Certain reading strategies can be implemented in the classroom to assist students with reading the text, as well as thinking at a deeper level. Carter and Dean (2006) note that the use of reading strategies can increase the comprehension of mathematical texts.
Some reading strategies that might be beneficial in a math class include activating prior knowledge, guided reading comprehension, think alouds, graphic organizers, vocabulary instruction, writing in mathematics, and promoting reflection (Vacca, Vacca, & Mraz, 2011). These reading strategies can assist both teachers and students in the process of making meaning with mathematical texts.
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Jessica Yates is a graduate student in the Graduate Literacy Program at Missouri State University. She recently graduated with her teaching certificate and is ready to promote literacy in her own classroom in every content area.
"Even though many math teachers are unaware of it, reading plays a crucial role in their classrooms."