Letting the Mathematics Lead: A Framework for Understanding How Literacy Is Implicated in Mathematics (Poster 33)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Research in Reading and Literacy Poster Session 3

Abstract

Researchers have long noted that secondary teachers rarely take up content-area (CAL) and disciplinary literacy (DL) instruction (McLean Davies et al., 2022; O’Brien et al., 1995). Recent scholarship highlights some efforts to incorporate literacy into subject-area classrooms have inadvertently encouraged instructional practices that are over-reliant on epistemologies that undergird literacy, while ignoring those from the disciplines themselves (e.g., Hinchman & O’Brien, 2019). Based on our design-based research with rural middle school Algebra I teachers, we present a conceptual framework outlining three mathematical literacy practices as foundational to high quality mathematics instruction. We justify these three mathematical literacy practices from the perspectives of both mathematics and literacy education and recommend specific instructional strategies secondary teachers might use to teach these practices.

Authors

• Britnie Delinger Kane, The Citadel

• Richard JM Robinson, Penn-Harris-Madison School Corporation

• Melanie Blanton, Texas Tech University

• Jennifer Albert, The Citadel