Meaningful School Librarian/Math
Teacher Collaboration
Alicia Gillean
School Librarian
Jenks West Intermediate School

Die Skala einer Landkarte ist 1 Inch fur je 5
Meilen. Wie Weit wurde der Abstand auf der Karte sein fur eine gerade Straise, die
20 Milen lang ist? Bitte erklaren Sie.
Thompson, Kersaint, Richards, Hunsader,& Rubenstein, 2008, pg. 10

 Math requires competence with two languages
(Kester, Bardsley, Bach, Gibbs-Brown, 2009)
 Many math teachers trained in teaching only one of the languages
 School librarian ideal partner
 Every student MLL: Mathematics
Language Learner
(Thompson, et.al, 2008)

 Reading
 Writing
 Speaking
 Listening
 Viewing
 Interpreting representations.
(Thompson, et al., 2008)

 Meaningful integration of math and literacy
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Collaboration
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Reading strategies
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Vocabulary
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Writing
•
Inquiry-driven projects
•
Technology
Gathering resources (print and nonprint)

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“To help our students become independent learners in our classes and to prepare our students for advanced study in the future, we need to help them learn the language of mathematics, including the way the text is presented in technical text. That is, they need to learn how to apply their existing reading and interpretation skills to mathematics language (written and oral), including attention to the unique characteristics of mathematics vocabulary and symbols that influence their ability to read mathematical text with understanding.”
(Thompson et al., 2008, pg. 21)

 Background information?
 Information present?
 Missing information?
 What is being asked?
 Text arrangement?
(Thompson et al., 2008, pg. 53)

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Determine what is important
Recognize and repair confusion
Negotiate difficult reading situations
Remember key words used in previous chapters and use them in subsequent chapters
Figure out unknown vocabulary
Remember what you read
Infer meaning
Tovani, 2004, pg. 31

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Read slowly and pause often
Read with a pencil in hand for notes, labels, and diagrams
Use graphic organizers (KWC Chart)
Every word and symbol is important; don’t skim
(Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)

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Think about related problems
Read instructions carefully
Pay attention to the figures and tables
Use pre-reading strategies like:
Scanning text for unknown words
Identifying prefixes and roots
Read more than once
(Hyde, 2006; Kester et. al, 2009; Thompson et al., 2008; Tovani, 2004, pg. 31)

 Two languages: Mathematical and English
 Succinct text: every word important
 Definitions
 Real World Applications
 Historical References
 Tables
 Graphs and charts
 Bold, underlined, italic text

 Essential for mathematical literacy
 Different meanings in math than traditional English
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Must understand math vocabulary to use it in speech and writing.
Use 30 times before “owning” it
(Thompson et al., 2008)

 Math word wall
 Personal dictionary
 Modeling while reading math text
 Multiple representations chart

Mathematical Example Real-Life Example
Visual Example Explanation in Words

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“Teaching for mathematical power requires providing experiences that stimulate students’ curiosity and build confidence in investigating, problem solving, and communication.”
(Zemelman et al.,1998, pg. 89)

 Similar skills for math and information literacy:
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Problem solving
•
Questioning
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Justify answers and solutions (Zelman)
•
Draw logical conclusions
•
Develop thinking and reasoning skills
(Fleming, 2004 & Zemelman et al., 1998, pg. 105)

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“Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.”
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“Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems”
(Common Core, 2010)

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Math can be best understood with realworld applications
(Fleming, 2004)
Library rich with resources for pictures, charts, statistics, graphs, etc.
Electronic resources

 Picture books in math
 Poetry in math
•
Math Talk: Mathematical ideas in poems for two voices

We’re positive
We include zero
We’re not fractions
We’re negative
We include zero
But whole quantities
Nor decimals
But whole quantities

 Math and literacy are not mutually exclusive
 Literacy is essential for mathematical success
 School librarians and math teachers can work together to help students develop mathematical literacy.

The scale for the map is 1 inch: 5 miles.
How long would the distance on the map be for a straight road that is 20 miles long? Please explain.

Common Core Standards Initiative (2010). Common Core State
Standards for Mathematics . Retrieved from http://corestandards.org/assets/CCSSI_Math%20Standards.pdf
Fleming, D. (2004) Let me count the ways. School Library Journal,
50 (8), 42-44.
Hyde, A. (2006). Comprehending math . Portsmouth, NH:
Heinemann.
Kester Phillips, D.C., Bardsley, M.E., Bach, T., Gibbs-Brown, K.
(2009). “But I teach math!” The journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction. Education, 129 (3),
467-472.

Pappas, T. (1991). Math talk: Mathematical ideas in poems for two voices . San Carlos, CA: Wide World Publishing, 52.
Thompson, D.R., Kersaint, G., Richards, J.C., Hunsader, P.D.,
Rubenstein, R.N. (2008). Mathematical literacy . Portsmouth,
NH: Heinemann.
Tovani, C. (2004). Do I really have to teach reading?. Portland, ME:
Stenhouse.
Zemelman, S., Daniels, H., Hyde, A. (1998). Best practices: New standards for teaching and learning in America’s schools
(2nd ed) .
Portsmouth, NH: Heinemann.