Research on Research on Integrating Integrating

Language Arts intoLanguage Arts into

MathematicsMathematicsDeirdre ThorpeDeirdre Thorpe

““Success in one area Success in one area reinforces the other.”reinforces the other.”

According to a study Douglas Clements and Julia According to a study Douglas Clements and Julia Saramel (2006), “there’s an overlap between Saramel (2006), “there’s an overlap between language and math” and success in one area language and math” and success in one area

reinforces the other. Why? reinforces the other. Why? Math Math requiresrequires “precision in language.”, so “precision in language.”, so

talking about math helps kids increase their talking about math helps kids increase their vocabularies.vocabularies.

What may be less obvious is that What may be less obvious is that many many mathematical concepts are embedded in mathematical concepts are embedded in children’s stories…children’s stories…

The study uses the The study uses the example of example of Goldilocks Goldilocks and the Three Bears.and the Three Bears. the mathematical the mathematical

principal of ordering principal of ordering correspondences correspondences

between ordered between ordered setssets

patterningpatterning classifications and classifications and cause and effect cause and effect

thinkingthinking

““Such concepts can Such concepts can be applied to be applied to simultaneous simultaneous comprehension of comprehension of math and math and

literature.”literature.”

Strategies for learning reading can be Strategies for learning reading can be

transferred to mathtransferred to math.. Sometimes children can do math problems without Sometimes children can do math problems without

really understanding concepts. The challenge is to help really understanding concepts. The challenge is to help math students develop meaning and make sense of what math students develop meaning and make sense of what to do.” To remedy this, Burns (2006) suggests that, to do.” To remedy this, Burns (2006) suggests that, “talking about math in terms of reading instruction can “talking about math in terms of reading instruction can give them a different and more positive perspective.” give them a different and more positive perspective.”

Making predictions….like making estimates before solving math Making predictions….like making estimates before solving math problems problems

Writing things down in graphic organizers can help reinforce Writing things down in graphic organizers can help reinforce reading comprehension, while writing things down in a similar way reading comprehension, while writing things down in a similar way in math can help them “develop, cement and extend in math can help them “develop, cement and extend understanding.” understanding.”

When responding to literature children’s writing is never identical, When responding to literature children’s writing is never identical, there are several ways to come up with a “right answer”. The there are several ways to come up with a “right answer”. The same idea holds true for math. Teachers should “encourage same idea holds true for math. Teachers should “encourage different methods for reasoning, solving problems and presenting different methods for reasoning, solving problems and presenting solutions.” solutions.”

Burns on teaching math Burns on teaching math vocabularyvocabulary

“ “First identify vocabulary to be taught. First identify vocabulary to be taught. Determine relevant terminology for Determine relevant terminology for each unit and daily lesson. Introduce each unit and daily lesson. Introduce the vocabulary only after developing an the vocabulary only after developing an understanding of the relevant understanding of the relevant mathematical ideas, connecting mathematical ideas, connecting meaning to ideas.” New vocabulary meaning to ideas.” New vocabulary can be added to a class chart and can be added to a class chart and students can create their own word students can create their own word lists to be used at home. lists to be used at home.

Practical Ideas for Math Practical Ideas for Math Vocabulary InstructionVocabulary Instruction

““Two Hand Take Two Hand Take Away”Away”

defining polygons defining polygons by classifying by classifying groups of groups of manipulatives manipulatives

Using Read AloudsUsing Read Alouds

According to Marilyn Burns(2006), “Connecting According to Marilyn Burns(2006), “Connecting math to literature can boost confidence of math to literature can boost confidence of those who love literature but are math wary.” those who love literature but are math wary.” The opposite is also true. Burns goes on to The opposite is also true. Burns goes on to outline three practical lesson ideas. outline three practical lesson ideas.

3 Math Lessons using Read 3 Math Lessons using Read AloudsAlouds

Why does it work?Why does it work?

As she reflects on her basic approach As she reflects on her basic approach with read alouds to teach math Burns with read alouds to teach math Burns states, “it connects a basic skill to a states, “it connects a basic skill to a real life example and encourages real life example and encourages ways to arrive at answers”. She goes ways to arrive at answers”. She goes on to point out, “recording their on to point out, “recording their strategies helps children make a strategies helps children make a connection between reasoning and connection between reasoning and mathematical symbols”. (Burns, 2005)mathematical symbols”. (Burns, 2005)

To what extent are the To what extent are the researched approaches researched approaches

suitable for ELLs?suitable for ELLs? Vocabulary instructionVocabulary instruction can be taught to can be taught to

include technical vocabulary instruction include technical vocabulary instruction through demonstration, active learning which through demonstration, active learning which connects meaning to experiences and connects meaning to experiences and categorization activities in graphic organizers. categorization activities in graphic organizers. It is reinforced through illustration, It is reinforced through illustration, verbalization and social interaction. verbalization and social interaction. Every Every aspect of this research is suitable for an aspect of this research is suitable for an ELL classroom, although certain additions ELL classroom, although certain additions to the approaches would be ideal.to the approaches would be ideal. These These additions could include the routine use of an additions could include the routine use of an overview, the adherence to the “demonstration overview, the adherence to the “demonstration plus model” and an increase in the use of prior plus model” and an increase in the use of prior knowledge and areas of interest which relate knowledge and areas of interest which relate the activities to real life.the activities to real life.

To what extent are the To what extent are the researched approaches researched approaches

suitable for ELLs?suitable for ELLs? The use of Read AloudsThe use of Read Alouds for math instruction is also for math instruction is also of great value to the second language learner. of great value to the second language learner. Strategy instruction, use of literature to provide a Strategy instruction, use of literature to provide a common experience from which to base math common experience from which to base math lessons on & a socially interactive and hands on lessons on & a socially interactive and hands on experience which suits the children’s individual experience which suits the children’s individual interests and the use of graphic organizers are all interests and the use of graphic organizers are all recommended in the ESL classroom. recommended in the ESL classroom.

Again, an overview could make the lessons more Again, an overview could make the lessons more clear. Graphic organizers could be altered clear. Graphic organizers could be altered according to students needs to differentiate the according to students needs to differentiate the activity. “Automaticity” may be focused on using activity. “Automaticity” may be focused on using specific technology, and multimodal technology specific technology, and multimodal technology could increase clarity, motivation and could increase clarity, motivation and understanding. understanding.

Additional issues and Additional issues and questionsquestions

Q: For example, is there sufficient availability of Q: For example, is there sufficient availability of multicultural literature which could be used in the multicultural literature which could be used in the math lessons?math lessons? A: It is my thinking that perhaps almost A: It is my thinking that perhaps almost any children’s literature could be made into a math any children’s literature could be made into a math lesson, even if it is not written for that specific purpose.lesson, even if it is not written for that specific purpose.

Q: Also, how could at home assignments made easier Q: Also, how could at home assignments made easier for parents with little or no English?for parents with little or no English? A: The active A: The active approaches which are made exciting to children could be approaches which are made exciting to children could be talked about and shown to parents at home. Assignments talked about and shown to parents at home. Assignments which are active extensions of classroom projects may which are active extensions of classroom projects may make it obvious what skill the child is practicing. Perhaps make it obvious what skill the child is practicing. Perhaps a child could build confidence by teaching English a child could build confidence by teaching English technical vocabulary to family members. technical vocabulary to family members.

SignificanceSignificanceIn conclusion, the significance of developing In conclusion, the significance of developing

children’s English through math skills is children’s English through math skills is very obvious. It is in the early grades that very obvious. It is in the early grades that lifelong foundations are formed for skills lifelong foundations are formed for skills these important subject areas. Confidence these important subject areas. Confidence and interest play a large role in learning as and interest play a large role in learning as well. Finally, as Clement and Sarama (2006) well. Finally, as Clement and Sarama (2006) state about children’s literature and math, state about children’s literature and math, “by connecting the two areas children also “by connecting the two areas children also build a far deeper understanding of each.”build a far deeper understanding of each.”

ReferencesReferences Burns, M. (2005, April). Using Storybooks to Teach Math. Burns, M. (2005, April). Using Storybooks to Teach Math. InstructorInstructor, pp. , pp.

27-30.27-30.

Burns, M. (2006, April). The Language of Math. Burns, M. (2006, April). The Language of Math. InstructorInstructor, pp. 41-43., pp. 41-43.

Burns, M. (December 2005). Building Bridges to Teach Reading and Math. Burns, M. (December 2005). Building Bridges to Teach Reading and Math. Leadership CompassLeadership Compass, , 33, 1-3., 1-3.

Clements, D. & Sarama, J. (2006, September). The Number Letter Clements, D. & Sarama, J. (2006, September). The Number Letter Connection. Connection. Parent and ChildParent and Child..

Furner, J. M., Yahya, N. & Duffy, M. (2005). Teach Mathematics: Furner, J. M., Yahya, N. & Duffy, M. (2005). Teach Mathematics: Strategies to Reach all Students. Strategies to Reach all Students. Intervention in School and ClinicIntervention in School and Clinic, , 4141..

Giambo, D. A. & Szecsi, T. (2004). ESOL in Every Minute of the School Giambo, D. A. & Szecsi, T. (2004). ESOL in Every Minute of the School Day. Day. Childhood EducationChildhood Education, , 8181. Retrieved April 26, 2008,. Retrieved April 26, 2008,

Salend, S. (2005). Salend, S. (2005). Creating Inclusive ClassroomsCreating Inclusive Classrooms (5th ed.). Upper Saddle (5th ed.). Upper Saddle River, N.J. Pearson Merril Prentice Hall.River, N.J. Pearson Merril Prentice Hall.