Questions and Answers

In the recent reading of Chapter 3, the final section addresses literacy in mathematics. After reading this section a couple of questions came to mind. (1) How do you make time for reading and writing in a mathematics classroom? It seems there is already so much to do and so little time. (2) How do you motivate students to read and write in math classrooms? I can see students complaining a lot about having to read and write in a math class.
In response to the first question I have regarding the time issue, my solution would be to integrate reading to the homework assignment, as suggested by the textbook, yet this would make the homework assignments even longer for the students who may not have enough time to complete all the assignment if reading was a part of it. So, in this case I would make sure I allowed ample time in class for students to get a start on the homework, including the reading, and maybe even finish it. As far as writing goes, having daily student logs or journals I think would take a lot of time for students to write every day and for me as the teacher to grade them. However, I think it would be beneficial to know what students are thinking about the material. To cut down on the time problem, I think I would have the students write in their journals only once a week, which would still allow me to gain insight from the students’ writings. Also, I could incorporate one problem including writing on tests which allow students to express mathematical concepts in their own words.
The answer to my second question seems a little harder. I think having students read books or short stories about mathematicians or mathematical concepts could interest them if the stories pertain to their lives. Reading a story that uses mathematics could engage students and motivate them to become interested in the topic being presented by the story. Finding these stories may be difficult, however. Motivating students to write may also prove difficult. Writing as part of an exam would provide external motivation since it is part of a grade, but promoting internal motivation for writing may be more difficult. The weekly student journals may be internally motivating for some students because the journals allow them to express their thoughts about mathematics without having to say them out loud. Also, the book’s suggestion for connecting the mathematical significance with a particular newspaper article may be motivating for students.
Both questions I have posed after reading this chapter have allowed me to think about how I might use reading and writing my mathematics classroom. The answers I have come up with so far may work, but they might not. I think every teacher needs to try different ways to include literacy in the mathematics classroom and see what works best for them. It may be one of those things you fail at first, but over time discover something that works in your classroom.