Books by Kenney et al., Barton and Heidema, and Barton and Jordan

by Judy Spicer and Terry Shiverdecker

Literacy Strategies for Improving Mathematics Instruction, by Joan M. Kenney, Euthecia Hancewicz, Loretta Heuer, Diana Metsisto, and Cynthia L. Tuttle (Association for Supervision and Curriculum Development, Alexandria, VA, 2005)

In this slim volume, mathematics teachers, literacy instructors, and curriculum leaders will find a powerful rationale for using vocabulary and reading comprehension literacy strategies to make mathematics more accessible to all students.

In the opening chapter, Joan Kenney explores the implications of considering mathematics as a language and how the complexity of the English language can create learning problems for students. In subsequent chapters, four coauthors demonstrate how literacy strategies can support the development of student understanding when reading, writing, problem solving, and using graphic representations in mathematics contexts. These chapters feature scenarios based on the authors’ teaching experiences. Included are examples of using literacy strategies with ELL and special needs students. Samples of student work are found throughout the book. The book concludes with Kenney’s description of school environment characteristics that support the changes needed to achieve mathematics success for all students.

Literacy Strategies for Improving Mathematics Instruction is very appropriate for professional book discussion groups. The publisher’s website features a study guide with chapter-based discussion questions.

—Judy Spicer

Teaching Reading in Mathematics, 2nd ed., by Mary Lee Barton and Clare Heidema (McREL, Mid-continent Research for Education and Learning, Aurora, CO, 2002)

Authors Mary Lee Barton and Clare Heidema present a clear rationale for why vocabulary and reading skills are important to students’ mathematics learning. The book’s informative first half discusses what reading in mathematics means and then examines the elements of the learning process. The book explains the interaction of reader, climate, and text during reading. Illustrations, practical examples, and implications for instruction are included. Six straightforward assumptions about learning, based on recent research, are presented as a link between learning theory and reading theory. The assumptions supply the context for applying the reading strategies found in the book’s second half.

The book features thirty-five reading strategies (divided into vocabulary development, information text comprehension, and reflection strategies) that are appropriate for use in mathematics classrooms. Some strategies, such as the Frayer model and knowledge rating chart, may be familiar, but the authors enrich these familiar ideas with mathematically relevant examples and suggestions. Each strategy’s multipage presentation includes an explanation of how the strategy can help students learn mathematics, suggestions for using the strategy, and classroom-ready reproducible materials.

The content and format of Teaching Reading in Mathematics make it a good choice for mathematics teacher groups working together on lesson development.

—Judy Spicer

Teaching Reading in Science by Mary Lee Barton and Deborah L. Jordan (McREL, Mid-continent Research for Education and Learning, Aurora, CO, 2001)

Teaching Reading in Science presents reading strategies in the context of the learning cycle. This is particularly helpful to science teachers who are familiar with the learning cycle and use this model to support inquiry-based teaching. The reading strategies are divided into three phases of cognitive development: vocabulary, informational text, and reflection strategies. Multiple strategies are provided for each phase of cognitive development. Each strategy is presented in a way that helps science teachers see the value of the strategy. The information describes the strategy, tells which stages of the learning cycle the strategy complements, and explains how to use the strategy. Several examples are provided for each strategy. Another feature science teachers will find particularly helpful is the section titled “Guidelines for Promoting Conceptual Change.” The guidelines align well with the phases of the learning cycle and provide strategies for more effective use of science textbooks. Additional information on interactive elements of reading and strategic processing is also included.

—Terry Shiverdecker

Judy Spicer is a mathematics contents specialist at the Ohio Resource Center. She has taught mathematics at the high school and community college levels, has done writing about mathematics curriculum materials and related issues, and has served as the mathematics content specialist in the development of two education-related digital libraries. Judy is a frequent presenter at national conferences.

Dr. Terry Shiverdecker is a science content specialist at the Ohio Resource Center. She began her career in education as a high school science teacher at Russia Local School in Shelby County. While at Russia, she taught both physical and biological sciences, served on curriculum committees, and designed and taught a course for the Concord Consortium's Virtual High School. In addition, her teaching experience includes adjunct work at the University of Cincinnati and Wright State University, Lake Campus. Terry was also director of secondary curriculum and instruction for the Shelby County Educational Service Center.

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