Literacy+in+Math+and+Science

=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?

[|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: [|Jaw dropping SAT stats] and [|Information is Beautiful]

= Some resources that might be of interest = [|Cool Problems for MS Math]