Mathematics is often not included when teachers think of problems that students may have in reading, but the use of symbols both in the form of reading words and in numbers is an integral part of teaching in this content area. Thus, for students with special learning needs, the lack of higher level language development and usage, organizational and planning problems, and reading issues may be significant barriers to success in the classroom (Marinell, 2008, pg.166).

            In present, people might still believe that math is just problem-solving by following procedures and applying the mathematical formula. However, throughout today’s mathematics curriculum, we are following a specific type of standard, which is called Common Core Standards (CCS) from K to 12. According to mathematical education courses that I took, I believe math also belongs to the acquisition of literacy based on CCS. Lamon (2012) mentioned teaching multiplication/division of fractions require the understanding of expression/representation of each fraction (pg. 13). In other words, teachers should engage students’ learning through conceptual understanding rather than procedural understanding. In addition, students who have trouble in solving world problems is related to the weakness of understanding the problem. Theoretically, four principles of problem-solving defined and among them, the first principle named as “Understand the Problem” (Pólya, 2004, pg.9). In details, teachers should ask some types of questions like, “Can you restate the problem in your own words?” or “What is(are) the keyword(s) in this context? What is the problem ask you to find?” Language usage in math classroom should consistent and liberated because we expect ALL students (including IEPs, ESLs, and learning disabilities) not just become an expert on problem-solving, we also want them to learn in engaged and enjoy the classroom environment to increase their interests in learning (self-efficacy), as well as to develop COMMON LANGUAGE. Common Language expresses through students’ verbal communication from an activity (i.e. use mathematical terms to communicate each other, share individual opinion agree/disagree, preserve a positive interdependence relationship), students’ verbal contribution in a whole class discussion (i.e. answer questions, present to classmates instead of teacher, raise specific point that never mentioned in class), and students’ self-reflection based on what they learned (Horn, 2012, pg.25). If we put these details altogether, don’t you see the interrelationship between the mathematical curriculum and the acquisition of literacy (reading, writing, and speaking)?

Reference:

Horn, I. S. (2012). Strength in numbers: Collaborative learning in secondary mathematics. National Council of Teachers of Mathematics.

Lamon, S. J. (2012).Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. Routledge.

Pólya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.