Adams,
Thomasenia Lott (2003). Reading Mathematics: More than Words Can Say. The Reading
Teacher,
Vol. 56, No. 8, 786-795
Purpose of Article: Adams wants to provide “impetus for teaching children
to read mathematics” (p. 787).
What was studied/discussed: Adams discusses reading mathematics in more depth than
typically considered. She believes that it should be read as a language and
provides examples related to reading
mathematics that can also be applied across other subject areas.
Important Terms: symbols, numerals, words
Results: Adams identifies key characteristics to reading
mathematics as a language. First, definitions can be beneficial to students
using both formal and informal definitions to learn the meaning of a word. A
way to help students develop definitions is asking them to identify examples
and non-examples. Another characteristic of mathematics to consider is words
with multiple meanings and how these multiple meanings can confuse the child
trying to understand maths. Making connections to the student’s prior meaning
of the word and the mathematical word can help solidify and strengthen the
student’s understanding of the maths terminology. Homonymic words can also
present a challenge when reading because students may attach an incorrect
meaning to a new term because of its similar sounding partner from everyday
language. Students must be provided ample opportunities to read mathematic
passages. In order to ensure understanding of the passages, it is important to
focus on the key mathematical terms that add complexity to the passage.
So What?
·
At what grade
level should teaching reading become the priority? Obviously, teaching students how to read mathematics
in this fashion requires a lot of time, planning, and effort from both the
students and the teachers. Teachers these days are always pressed for time in a
math classroom. These are great ways to strengthen understanding but what sort
of compromises need to be made in order to ensure time for the material to be
covered and focus on reading? If reading ability is a factor, does it become
the math teacher’s responsibility to strengthen reading ability?
·
Where should
passages be found in order to provide ample opportunities to read mathematical
passages? I have a hard time finding
mathematical passages that lend themselves to reading outside the textbook.
Even the text has scarce reading passages. I believe that reading the
mathematics language often can be great for students. I just am unsure as to
where readings can be found. Also, how will you know if a reading is to
complex?
·
How much time
will it take to break the meanings wrongfully connected to terms? There are many cases that can lead to students
connecting wrong meanings to words. I am sure this can be undone, but at what
cost? It is not exactly easy to unlearn something. The more you read, the more opportunities
you will have for these wrong connections to be made.
