LEADER 00000cam 2200469Ii 4500
001 ocm62149391
003 OCoLC
005 20160518075925.7
006 m o d
007 cr cnu---unuuu
008 051025s2005 vau ob 001 0 eng d
019 79470834|a173512077|a474872443|a475475340|a550546322
|a614810169|a646738157|a722393038|a744987031|a814502328
020 1416603182|q(electronic bk.)
020 9781416603184|q(electronic bk.)
020 1416603204|q(electronic bk. ;)|q(Adobe Reader)
020 9781416603207|q(electronic bk. ;)|q(Adobe Reader)
035 (OCoLC)62149391|z(OCoLC)79470834|z(OCoLC)173512077
|z(OCoLC)474872443|z(OCoLC)475475340|z(OCoLC)550546322
|z(OCoLC)614810169|z(OCoLC)646738157|z(OCoLC)722393038
|z(OCoLC)744987031|z(OCoLC)814502328
040 N$T|beng|epn|erda|cN$T|dOCLCQ|dOCLCG|dOCLCQ|dTUU|dOCLCQ
|dOCLCO|dZYU|dS4S|dEBLCP|dYDXCP|dDKDLA|dTEFOD|dADU|dE7B
|dIDEBK|dOCLCQ|dOCLCF|dDEBSZ|dOCLCQ|dTEFOD|dOCLCQ
049 GTKE
050 4 QA11.2|b.L58 2005eb
082 04 510/.71|222
245 00 Literacy strategies for improving mathematics instruction
/|cJoan M. Kenney [and others].
264 1 Alexandria, Va. :|bAssociation for Supervision and
Curriculum Development,|c[2005]
264 4 |c©2005
300 1 online resource (1 volume)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
504 Includes bibliographical references and index.
505 0 Mathematics as language / by Joan M. Kenney -- Reading in
the mathematics classroom / by Diana Metsisto -- Writing
in the mathematics classroom / by Cynthia L. Tuttle --
Graphic representation in the mathematics classroom / by
Loretta Heuer -- Discourse in the mathematics classroom /
by Euthecia Hancewicz -- Creating mathematical metis / by
Joan M. Kenney.
520 8 Annotation|bWhat makes mathematics so confusing to
students? To succeed in the study of arithmetic, geometry,
or algebra, students must learn what is effectively a
second language of mathematical terms and symbols. In
Literacy Strategies for Improving Mathematics Instruction,
Joan M. Kenney and her coauthors describe common ways in
which students misinterpret the language of mathematics,
and show teachers what they can do to ensure that their
students become fluent in that language. The authors
synthesize the research on what it takes to decode
mathematical text, explain how teachers can use guided
discourse and graphic representation to help students
develop mathematical literacy skills, offer guidance on
using action research to enhance mathematics instruction,
and discuss the importance of student-centered learning
and concept-building skills in the classroom. Real-life
vignettes of student struggles illuminate the profound
effect of literacy problems on student achievement in
mathematics. This book will help teachers better
understand their students difficulties with mathematics
and take the steps necessary to alleviate them. Abundantly
researched and filled with helpful strategies and
resources, it is an invaluable resource for mathematics
teachers at all levels. Joan M. Kenney has been both a
research scientist and a mathematics teacher at the
secondary and college levels. Most recently, she served as
codirector of the Balanced Assessment Program at the
Harvard University Graduate School of Education.
588 0 Print version record.
650 0 Mathematics|xStudy and teaching.
650 7 MATHEMATICS|xStudy & Teaching.|2bisacsh
650 7 Mathematics|xStudy and teaching.|2fast|0(OCoLC)fst01012236
700 1 Kenney, Joan M.,|d1937-
710 2 Association for Supervision and Curriculum Development.
776 08 |iPrint version:|tLiteracy strategies for improving
mathematics instruction.|dAlexandria, Va. : Association
for Supervision and Curriculum Development, ©2005
|z1416602305|w(DLC) 2005016434|w(OCoLC)60603237
914 ocm62149391
994 93|bGTK
