Abstract:

Cossondra George, a Michigan teacher, reviews Kenney’s book about helping math students by guiding them through the layout of a math textbook, understanding the unique use of certain words (difference, mode) in math, and using writing to accompany algorithmic responses.

Citation: Kenney, J.M. (2005). Literacy strategies for improving mathematics instruction. Alexandria, VA: ASCD.

Full Text:

Joan M. Kenney
2005 (110 pp./paperback)
Association for Supervision and Curriculum Development
ISBN: 978-1-4166-0230-9
$21.95 ($16.95 for ASCD members)

Reviewed
by Cossondra George
Math teacher/coach
Newberry, Michigan

This small book is packed with useful information about how to
better serve students in a math classroom by simply thinking
differently about the language of mathematics and how you
as a teacher use that language to develop understanding of
concepts by your students.

The chapter "Reading in the Mathematics Classroom" begins with
an idea to help students better understand math that had never
occurred to me. The author gives a detailed description of
how a math text differs in structure from all other texts.
This had never seemed important to me, but I could now see
how students who have been taught how to read a typical textbook
would find the math book's organization confusing. Not only
does a math text contain numeric and non-numeric symbols the
reader must decode, the layout is not the standard left-to-right
layout students have come to expect. The text, the graphics,
the examples, are often jumbled across the pages, with unrelated
sidebars and pictures. It does not get any easier when the
student reaches the problems to solve at the end of the lesson,
which are often mixed with review of previously learned skills,
enrichment questions, or other tangential material. By simply
teaching students the layout of the text, this problem is
easily overcome.

This chapter also addresses other reading difficulties—for
example, irregularities between the way we use words in day
to day life and the specific meanings they have in mathematics.
Words like difference, operation, similar, and mode all have
meanings unique to math class. Other words like of and off
can cause students great confusion if specific care is not
taken to assure their understanding of the word, its meaning
and usage in the particular mathematical context.

Author Joan Kenney offers many ideas for overcoming reading barriers,
including reading strategies, graphic organizers, and guided
reading examples.

Another particularly engaging chapter was "Writing in the Mathematics
Classroom." This chapter gives an in-depth analysis of how
we expect students to show their understanding of a mathematical
solution. Examples of how teachers might encourage students
to actually demonstrate their understanding through writing—rather
than just giving an algorithmic answer—are shown in detail.
Kenney also provides assessment guides, along with sample
student solutions. The chapter summary starts with "Writing
in mathematics helps students think." This one line tells
it all. We cannot make assumptions about the level of understanding
our students have on a topic simply by looking at a number
written in an answer blank. Instead, we must train them (and
ourselves) to delve deeper into the problem by thinking and
writing about the why's and how's of math.

Other chapters are titled: "Mathematics as Language," "Graphic Representation
in the Mathematics Classroom," "Discourse in the Mathematics
Classroom," and "Creating Mathematical Metis" (defined in
this book as something that cannot be taught or memorized,
rather something that can only be imparted and acquired).
Each chapter gives the math teacher much food for thought-not
only about the way they teach, but more importantly, the way
they assess student learning in the classroom. Kenney offers
many examples of easy-to-implement strategies, with enough
variety that any teacher looking to improve the mathematical
understanding in their classroom will find something they
can put to use.

This book will stay on the top of the pile on my desk. It's given
me much to think about as I work to continually improve my
own day-to-day practice.

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