Anticipation Guides: Reading for Mathematics Understanding

Autor/inn/en	Adams, Anne E.; Pegg, Jerine; Case, Melissa
Titel	Anticipation Guides: Reading for Mathematics Understanding
Quelle	In: Mathematics Teacher, 108 (2015) 7, S.498-504 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Education; Reading Comprehension; Teaching Methods; Mathematical Logic; Mathematics Skills; Word Problems (Mathematics); Reading Skills; Content Area Reading; Academic Standards; Scaffolding (Teaching Technique); Mathematical Concepts; Guides; Expectation; Secondary School Mathematics; State Standards + Suchen Sie Ihr Suchwort? Mathematische Bildung; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Reading skill; Lesefertigkeit; Sinnerfassendes Lesen; Handbuch; Leitfaden; Expectancy; Erwartung
Abstract	With the acceptance by many states of the Common Core State Standards for Mathematics, new emphasis is being placed on students' ability to engage in mathematical practices such as understanding problems (including word problems), reading and critiquing arguments, and making explicit use of definitions (CCSSI 2010). Engaging students in mathematics through reading and discussing mathematical ideas is an important means of developing these mathematical practices and the skills needed to be successful in such tasks. Reading is a fundamental skill for learning in all disciplines, including mathematics. Independent readers can gain new knowledge and understanding from reading a variety of mathematics-focused texts. Students' reading abilities also influence their performance on mathematics assessments. In this article, the authors describe benefits and specific considerations for supporting reading comprehension in mathematics and discuss the use of anticipation guides as tools to actively and critically engage students in reading, mathematical reasoning, and comprehension of mathematics text. Their discussion is based on their work with mathematics teachers using literacy strategies in the Literacy Instruction in Math and Science for Secondary Teachers (LIMSST) project. During this four-year project, they observed mathematics lessons, collected lesson plans, and interviewed teachers about their use of literacy strategies. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01