Using Comprehension Strategies in Math Gloria BrownSara Newton2107

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Using Comprehension Strategies in MathGloria
Brown Sara Newton 2-1-07
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Response to the activity

• Think about this problem
• Which is best for showing the exact number of
  votes, the circle graph or the tally chart?
  Explain your answer.

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Why use comprehension strategies during math
instruction?

• Why do we compartmentalize thinking and learning
  throughout the day?....
• We should apply schema theory and metacognition
  to the fundamentally important problem-solving
  processes on which mathematical understanding
  rests
• Ellin Oliver Keene, 2006

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Why teach comprehension strategies during math
time?

• If you want students to understand mathematical
  ideas, they must use both language and thought.
  Trying to put more thinking into the math
  curriculum without attention to language will be
  fruitless
• Arthur Hyde
• Comprehending Math, 2006

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Galileo said Mathematics is a language. The
laws of nature are written in the language of
mathematics. The symbols are triangles, circles
and other geometrical figures, without whose help
it is impossible to understand a single word.
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Which comprehension strategies will we use?

• Prediction
• Making connections
• Questioning
• Inference
• Visualization
• Determining importance
• Synthesis

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How can we use them to problem solve?

• Teach students to become ACTIVE READERS!

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Prediction

• Students take prior knowledge and make an
  educated guess about what they think the answer
  will be(making a hypothesis!) Sometimes they
  will be asked to use information from the
  problem. It is important that they know that
  predictions must be supported!
• http//mathforum.org/brap/wrap/elemlesson.html

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Make a Prediction!

• Predict which shape has the largest perimeterthe
  heart or the shamrock!

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Prediction Chart
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Connections

• When students have a connection to the learning,
  they will be more apt to internalize and own the
  process. Activate prior knowledge before solving
  math problems. Facilitate connection-making for
  students so they will see relevance.

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Connect the problem to the learner.

• There was a dog at the park. Then 5 more dogs
  came. How many dogs are in the park now?
• (Think about your
  dog, Jack, at home!)

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How can we use connections to solve this problem?

• Carla wants to build a fence around her pool. Her
  backyard is 45 feet long and 35 feet wide. How
  much fence does she need?

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Before they get started

• Have a quick conversation with your students
  before they attack the problem about fencing and
  yards, activating prior knowledge about
  perimeter

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Try This!

• Build prior knowledge
• by downloading Images from Google. This
  picture
• took about a minute to download.

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Making Connections

• Ask yourself, What does this problem have to do
  with me or my life? How could I use this
  information that I have learned?

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Use a Connections Chart
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Connections Chart
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Questioning

• Paired Reading and Questions
• The questioning process slows students reading
  and thinking down. It forces students to return
  to the text to find ways to solve the problems.
• Pairing students as questioner and responder
  facilitates planning for problem-solving.
  Sentence-by-sentence reading, questioning, then
  rereading and answering focuses the students.
  Continued practice will foster independent
  strategy practice and usage.

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KWC, A Questioning Strategy

• What do I Know for sure?
• What do I Want to do, figure out, or find out?
• Are there any special Conditions, rules or tricks
  that I have to be aware of?

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Visualization

• Visualizing makes abstract ideas concrete. Lots
  of math concepts (time, weight, distance, length,
  and width) are better understood when made
  visual. Drawing a picture OR creating a table,
  graph or diagram can facilitate problem solving.
  Making those visuals before they begin their
  calculations makes it easier for students to
  see their way to the answer!

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Visualization

• Make a movie in your mind!
• If that does not work for your students, have
  them draw a pictorial
• representation with a study buddy.
• Lets try this
• You enter the front door of a museum. You walk 66
  feet from the entrance to the back of the great
  hall. Next you walk another 98 feet until you
  reach the end of the second huge gallery room.
  How far have you walked?
• Circle the expression that describes the problem.
• A. 6698 B. 98-66 C. 98X66
  D. 98/66

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You have to visualize this!

• How many feet on two cows and three chickens?

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Visualizing with Math Literature

• Movies and W-R-W-R (Hibbing Rankin-Erickson,
  2003) Movies provide a wonderful opportunity for
  students to gain background understanding to
  intermingle with their own visualization about a
  story or concept. When reading a text, the
  addition of a movie can help students connect to
  new information they may have not had background
  in and adapt their new thoughts, images, and
  feelings to the text at hand (Gambrell Jawitz,
  1993). Hibbing and Rankin-Erickson suggest using
  a Watch-Read-Watch-Read (W-R-W-R) method in which
  students will build some background of the text,
  make predictions, watch part of the movie, read
  more of the text, confirm understandings, make
  more predictions, watch more of the movie, and
  continue reading the text (2003).
• http//www.unitedstreaming.com

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Inference

• Sometimes all of the information you need to
  solve the problem is not right there.
• What You Know
• What you Read
• ______________
• Inference

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Lets infer to solve this problem.

• There are 3 people sitting at the lunch table.
  How many feet are under the table?
  
• What I Read There are 3 people.
• What I Know Each person has 2 feet.
• What I Can Infer There are 6 feet under the
  table.

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How can we infer to solve this problem?

• In the morning, Mary and Billy each caught one
  fish. Marys fish measured 9 decimeters and
  Billys fish measured 1 meter. In the afternoon,
  Mary caught another fish. It was the longest fish
  of the day. Which number sentence shows how long
  Marys fish was that she caught in the afternoon?
• 91 B. 9-1 C. xgt1 meter D. 901

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Determining Importance

• Some students cannot figure out what information
  is most important in the problem. This must be
  scaffolded through
• explicit modeling by the teacher
• guided practice with a study buddy
• overlearning through independent work

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Solve this!

• Carlos was restocking the shelves at the grocery
  store. He put 42 cans of peas and 52 cans of
  tomatoes on the shelves on the vegetable aisle.
  He saw some tissues at the register. He put 40
  bottles of water in the beverage aisle. He
  noticed a bottle must had spilled earlier so he
  cleaned it up. How many items did he restock?

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Strategy
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Synthesizing

• Journaling as a closure activity gives students
  an opportunity to summarize and synthesize their
  learning of the lesson.
• Encourage students to use math word wall words in
  the journaling. Also, post words like as a
  result, finally, therefore, and last that
  denote synthesizing for students to use in their
  writing. Or have them use sentence starters like
  I have learned that, This gives me an idea
  that, or Now I understand that

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Orhave them choose 2

• I notice
• I think
• I like
• I learned
• I wonder

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What strategy could this student use to solve
this problem?
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Lets take a new look at math literature!
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Bibliography

• AIMS solve it! k and 1 (2005). AIMS Education
  Foundation, Fresno, CA.
• Content area guide math (2002). Great Source,
  Wilmington, Massachusetts.
• Harcourt math problem solving and reading
  strategies workbook (2004). Harcourt, Orlando.
• Harvey, Stephanie Goudvis, Anne (2000).
  Strategies that work, Stenhouse, Markham,
  Ontario.
• Hyde, Arthur (2006). Comprehending math,
  Heinemann, Portsmouth, NH.
• Math to know (2004). Great Source, Wilmington,
  Massachusetts.
• Robb, Laura (2003). Teaching reading in social
  studies, science, and math, Scholastic, New York.