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1. What does content area literacy mean in mathematics?

2. What are the critical components for inservice teachers to be proficient at in order to effectively teach content area literacy?

3. Many “old school” mathematics teachers may believe that it is not their job to teach literacy, how do you go about combatting and changing this belief?

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1. What does content area literacy mean in mathematics?

2. What are the critical components for preservice teachers to be proficient at in order to effectively teach content area literacy?

3. Does a requirement for instruction of mathematics content area literacy conflict with mathematics teacher beliefs? (I teach math not reading...)

4. If so, how can we design a course that might change their beliefs?

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Who should teach a content area literacy mathematics class?

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Who should teach a content area literacy mathematics class?

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How long should it be?

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when new expectations are set, who inspects what is expected?

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when new expectations are set, who inspects what is expected?

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how should that be done?

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how do we go about helping them transfer new beliefs into their practice?

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how do we go about helping them transfer new beliefs into their practice?

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Done collaboratively between literacy and mathematics faculty. Or a single individual who has this experience/expertise.

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A person who has experience working with subject-specific literacy.

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Research shows that one-off PD is ineffectual.

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A mathematics educator who's prepared to teach thus type of literacy.

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An initial expert in the area leads the initiative, but groups meet regularly to develop their knowledge and implementation over time.

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What is language?  Is mathematics a language?  The syntax of mathematics written language.  Mathematics symbolic syntax vs. "regular" written language.  Similarities/differences.  3 less than 5 vs. 5-3.  (3 less 5; 3 is less than 5)

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What is language?  Is mathematics a language?  The syntax of mathematics written language.  Mathematics symbolic syntax vs. "regular" written language.  Similarities/differences.  3 less than 5 vs. 5-3.  (3 less 5; 3 is less than 5)

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First PSTs will need to be convinced that
A. there is a mathematics specific reading literacy.
B. it is important for their students to learn.
C. they are responsible for teaching it.

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Only way to have long lasting impact is for teachers to have buy in and put in the effort.

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Looking at math and literacy standards to see the language students need in math and see if they can find parallels in LA standards. 

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Looking at math and literacy standards to see the language students need in math and see if they can find parallels in LA standards. 

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Reading and mathematizing articles--finding mathematical language in "non-mathematical" spaces and thinking about how they might approach those readings differently from a literacy teacher

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Reading and mathematizing articles--finding mathematical language in "non-mathematical" spaces and thinking about how they might approach those readings differently from a literacy teacher

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Baby steps are OK, and we recognize that we won't be able to make dramatic changes overnight.

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Probably better to be integrated in the methods course than to be a separate course.

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Maybe considering a class in "accessing mathematics"

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Maybe considering a class in "accessing mathematics"

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that analyzes how to ensure mathematics is accessible to all students with this as a significant component