Education Week - April 1, 2015 - 27

What Reading Instruction Can Teach
Us About Math Instruction
PRESIDENT & EDITOR-IN-CHIEF Virginia B. Edwards
EXECUTIVE EDITOR Gregory Chronister
CONTINUED FROM PAGE 32
what they did during reading instruction didn't exist
when describing their math instruction.
We had an interesting conversation about the relationship
between fluency in reading and fluency
in math. While comprehension was key to reading
fluency, with math they often felt relieved when
students could compute accurately. One teacher
commented, "Sometimes I know that students don't
understand why they are borrowing or carrying, but
I don't know what to do." This experience
was a start for us to discuss
essential questions about math
instruction: What are your beliefs
about teaching math? What are
your goals for the students?
A major challenge at the elementary
level is teachers' content
knowledge. Most teachers don't
have the same content knowledge
in mathematics that they have for
reading and language arts. I'm convinced
that you can't teach what
you don't understand, and I think
that learning more about the math
they have to teach is an important
area for teachers' professional
learning.
But, just as I know that children learn best
when they connect new learning onto their existing
knowledge and skills, the same holds true for
teachers. How can we connect literacy and math,
so that teachers bring the strengths they have with
language arts instruction to their math teaching?
How can teachers make links between mathematics
and language arts pedagogy that will enable them
to engage children with math in the same way they
bring children to the wonder of reading?
One way is for teachers to think about leading
classroom discussions in mathematics as they often
do when teaching language arts. Probing students'
thinking during math lessons is valuable, so that
the goal is not only getting correct answers, but also
explaining why answers make sense.
Teachers typically ask students to explain when
they've given an incorrect answer. "Are you sure
about that?" is often a signal to students that their
answer is wrong. But it's important even when
their answers are correct to ask:
"Why do you think that?" "How
did you figure that out?" "Who has
a different idea?" "How would you
explain your answer to someone
who disagreed?" It's useful to have
students comment on their classmates'
answers as well, asking
them to explain what a peer said
in their own words, or asking students
if they have a different way
to explain the answer. If students
are stuck, it's sometimes useful to
have them turn and discuss the
problem with a partner and then
return to a whole-class discussion.
Instructional practices like these
support the development of skills
and help students cement and extend their understanding.
There's
much for us to think about to help teachers
teach math more effectively. But I think we can
make headway if we take the two most important
areas of the curriculum-reading and math-and
look at them side by side to analyze what's the same,
what's different, and what we can learn from one to
enhance the other. n
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TEACHER VOICES
Teacher Starr Sackstein shares the lessons she learned in high
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Education Week - April 1, 2015

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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