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ERIC Number: ED404616
Record Type: Non-Journal
Publication Date: 1997-Feb
Pages: 25
Abstractor: N/A
Reference Count: N/A
Reading in Mathematics.
Ediger, Marlow
Pupils need to experience a variety of reading activities in mathematics. For all pupils, the mathematics teacher should identify unknown words from their texts and print these words on the chalkboard clearly for learners to see. Phonics should not generally be emphasized in the mathematics curriculum, but brief "teachable moments" may arise. Mathematics teachers need to provide a variety of rich learning opportunities when pupils encounter abstract symbols. Instructional procedures such as Reading Recovery and cross age tutoring can be transferred to mathematics. There are numerous excellent works of children's literature for pupils to read in mathematics. If time is available, it is good to have conferences with individual pupils pertaining to what has been read. Teachers should assist pupils to develop a mathematics glossary individually or within a committee. Some successful mathematics classrooms stress that pupils write their own mathematics problems. Teachers need to diagnose weaknesses that pupils exhibit in writing and then remedy those weaknesses. Pupils individually or in committees may write diary entries pertaining to sequential days of instruction in mathematics. Pupils can use what has been learned through reading and writing of test items in mathematics. Pupils' fears of word problems can be minimized in a variety of ways. Computer use should be an inherent part of learning opportunities for pupils. Mathematics textbooks are not good or bad in and of themselves--how good a basal text is depends upon the quality of teaching that is going on. (Contains 12 references.) (RS)
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A