THINKING STRATEGIES: MATH/PROBLEM SOLVING and SCIENCE

[The] human ability -- to imagine the future taking several paths, and to make adaptable plans in response to our imaginings -- is, in essence, the source of mathematics and language...[T]hinking mathematically is just a specialized form of using our language facility.-- Keith Devlin, The Math Gene

ESSENTIAL QUESTION: If you were to think about math/science through the literacy lens, what difference might it make for students?

"Many of the examples of reciprocal teaching has centered around reading and the benefits to students with their language skills. As a high school math teacher I've have been using reciprocal teaching in my upperclass honors class for the past 6 years. Reciprocal teaching is the cornerstone of our AP Calculus class. Students lead the rest of the class through problems at the board about 40% of the time in class. Each student is invited to present and question other students and the teacher for the problems of the day. At first, the same 4 or 5 students lead the discussions, but by the end of the first semester, every student has lead at least 5 discussions. Students will come into class early to make sure they get the problem that they want. It has been a very positive method in our class." Brad Frey, Johnsburg High School

"I used reciprocal teaching with my science students also. If we needed to read a passage in the book that might not be too interesting, but they still needed the knowledge, I would first divide the class into small groups. Then I would have the small groups number off. Then I would have all the "ones", "twos", etc. get together and read a page and question each other about that page. Then I would have the students get back with their group. Then each child would have to "teach" all the other members of his/her group the material that he/she had read and studied. Then I would have a little all group game with rewards for the group who knew the most information. This worked because the students worked in small groups and could concentrate on just a small amount of information, and then they would become the "experts" on what they were to teach their peers." Sharon Morrisette

## THINKING STRATEGIES: MATH/PROBLEM SOLVING and SCIENCE

[The] human ability -- to imagine the future taking several paths, and to make adaptable plans in response to our imaginings -- is, in essence, the source of mathematics and language...[T]hinking mathematically is just a specialized form of using our language facility.-- Keith Devlin,The Math GeneESSENTIAL QUESTION:

If you were to think about math/science through the literacy lens, what difference might it make for students?

Reflection

## Science and Literacy

Reading Strategies in Science -- power point

Reading Strategies in Science

Writing like a scientist

4 Stage Investigation

EO Wilson on Advice to Scientists

## Thinking Strategies for Math and Science

## Think Alouds

Science think aloud## RECIPROCAL TEACHING RESOURCES

"Many of the examples of reciprocal teaching has centered around reading and the benefits to students with their language skills. As a high school math teacher I've have been using reciprocal teaching in my upperclass honors class for the past 6 years. Reciprocal teaching is the cornerstone of our AP Calculus class. Students lead the rest of the class through problems at the board about 40% of the time in class. Each student is invited to present and question other students and the teacher for the problems of the day. At first, the same 4 or 5 students lead the discussions, but by the end of the first semester, every student has lead at least 5 discussions. Students will come into class early to make sure they get the problem that they want. It has been a very positive method in our class." Brad Frey, Johnsburg High School"I used reciprocal teaching with my science students also. If we needed to read a passage in the book that might not be too interesting, but they still needed the knowledge, I would first divide the class into small groups. Then I would have the small groups number off. Then I would have all the "ones", "twos", etc. get together and read a page and question each other about that page. Then I would have the students get back with their group. Then each child would have to "teach" all the other members of his/her group the material that he/she had read and studied. Then I would have a little all group game with rewards for the group who knew the most information. This worked because the students worked in small groups and could concentrate on just a small amount of information, and then they would become the "experts" on what they were to teach their peers." Sharon Morrisette

A think sheet for nonfiction reading

With some slight revision, here's reciprocal teaching roles modified for a math problem:

Some texts for us to think with:

## Some resources that might be of interest

Cool Problems for MS Math