I found your example derived from your student very intriguing. Remember when Gallagher mentions doing a survery of how many minutes the high school students were reading every day (although I think he was looking at just in school)? I wonder if some students answer based on what they read specifically for classes, and not just for "fun"--and again, whether or not students would think of magazines like "sports illustrated" as reading, just as your student initially did not.
Oh, I also noted that you mention reading the introductions to math chapters, which is not something I started to do until college. I was incredibly surprised to find out how useful reading the "word" text was in helping me understand the "number" text. If I get to teach math, I will encourage students to read that part of their books if they are not already doing so. Glad you pointed it out!
I always just assumed that no students read the introduction to a chapter or section of a math book unless they missed a class. I used to do it when I was having a hard time understanding concepts. It usually cleared up whatever the teacher said and it was much clearer to me. It would be interesting if you made students read the teaching from the book before each problem set to see how many students would do it outside of class. It would take less than ten minutes a day but would probably be really effective.
I always considered reading magazines to not be reading either just like your student. I don't know why we think that. I read all sorts of sports magazines and stuff and loved it and that is probably why I didn't really consider it reading. Maybe if students thought of things like that as reading then they may enjoy it more.
Let's think about the other symbols that students "read" in math? Math teachers definitely will have to read and interpret print, but mostly they will ready the symbols of math. That is a key "text" that math teachers need work to support the "reading" of for their students. The processes involved in making meaning of print are the same that are involved in making meaning of math symbols.
Jill - in regard to interpreting symbols, students will have to follow the flow of the example problems as shown in the introduction of each assignment. For me, this is where my learning occurs. How many times have you not understood how to do a problem, then you read the example that looks most similar, and from the example you can figure it out? I usually find myself saying "Ohhhhh...that's how you do it."
Yay math!! Harper Lee, amazing. You seem to focus on classic literature and poetry. I'm sure that you thought of other types of reading (i.e. magazines, other periodicals, etc...) like the ones that Gallagher talks about in "Readicide."
Your comment on notetaking in math is great. Having student take notes that they can actually READ AND UNDERSTAND LATER is such a difficult thing to teach in a subject like language arts or social science. Math is kind of cut and dried - example problem...example problem...explanation.
I'm glad that you mention peers and their reactions to learning...something I'm pretty sure I forgot but is so important to realize.
I found your example derived from your student very intriguing. Remember when Gallagher mentions doing a survery of how many minutes the high school students were reading every day (although I think he was looking at just in school)? I wonder if some students answer based on what they read specifically for classes, and not just for "fun"--and again, whether or not students would think of magazines like "sports illustrated" as reading, just as your student initially did not.
ReplyDeleteOh, I also noted that you mention reading the introductions to math chapters, which is not something I started to do until college. I was incredibly surprised to find out how useful reading the "word" text was in helping me understand the "number" text. If I get to teach math, I will encourage students to read that part of their books if they are not already doing so. Glad you pointed it out!
ReplyDeleteI always just assumed that no students read the introduction to a chapter or section of a math book unless they missed a class. I used to do it when I was having a hard time understanding concepts. It usually cleared up whatever the teacher said and it was much clearer to me. It would be interesting if you made students read the teaching from the book before each problem set to see how many students would do it outside of class. It would take less than ten minutes a day but would probably be really effective.
ReplyDeleteI always considered reading magazines to not be reading either just like your student. I don't know why we think that. I read all sorts of sports magazines and stuff and loved it and that is probably why I didn't really consider it reading. Maybe if students thought of things like that as reading then they may enjoy it more.
Let's think about the other symbols that students "read" in math? Math teachers definitely will have to read and interpret print, but mostly they will ready the symbols of math. That is a key "text" that math teachers need work to support the "reading" of for their students. The processes involved in making meaning of print are the same that are involved in making meaning of math symbols.
ReplyDeleteJill - in regard to interpreting symbols, students will have to follow the flow of the example problems as shown in the introduction of each assignment. For me, this is where my learning occurs. How many times have you not understood how to do a problem, then you read the example that looks most similar, and from the example you can figure it out? I usually find myself saying "Ohhhhh...that's how you do it."
ReplyDeleteYay math!! Harper Lee, amazing. You seem to focus on classic literature and poetry. I'm sure that you thought of other types of reading (i.e. magazines, other periodicals, etc...) like the ones that Gallagher talks about in "Readicide."
ReplyDeleteYour comment on notetaking in math is great. Having student take notes that they can actually READ AND UNDERSTAND LATER is such a difficult thing to teach in a subject like language arts or social science. Math is kind of cut and dried - example problem...example problem...explanation.
I'm glad that you mention peers and their reactions to learning...something I'm pretty sure I forgot but is so important to realize.