Helping Students Become Quantitatively Literate

Piatek-Jimenez, Katrina Louise; Marcinek, Tibor; Dias, Ana Lucia braz

doi:10.5951/mathteacher.105.9.0692

Cited by 6 publications

(9 citation statements)

References 1 publication

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“…Reading a mathematics text is complex because it includes dense language, numeric symbols that need to be decoded, graphics, as well as a lack of redundancy (Metsisto, 2005 ; Schleppegrell, 2007 ). Teaching students to be quantitatively literate requires them to think mathematically and apply concepts, which is different from teaching them mathematical content (Piatek-Jimenez, Marcinek, Phelps, & Dias, 2012 ). Guiding students to think like mathematicians requires them to speak using the language of the discipline, which plausibly leads to a deeper understanding of mathematical concepts.…”

Section: Theorizing and Conceptualizing Disciplinary Literaciesmentioning

confidence: 99%

Operationalizing and validating disciplinary literacy in secondary education

et al. 2018

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The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.

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Section: Theorizing and Conceptualizing Disciplinary Literaciesmentioning

confidence: 99%

Operationalizing and validating disciplinary literacy in secondary education

et al. 2018

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“…Teachers using this curriculum will be able to help their students develop quantitative literacy skills during primary years. These skills are considered indispensible for success in today's society (Madison & Steen, ; Piatek‐Jimenez et al., ; Wilkins, , ). Continued discussion and research across mathematics education disciplines is warranted to determine further ways to utilize an application‐based curriculum.…”

Section: Resultsmentioning

confidence: 99%

“…One of the more notable causes may be that students lack the ability to put mathematics concepts into context. They are aware of the usefulness of mathematics; however, they are not able to fully comprehend its nature or apply their knowledge to everyday life (Dacey & Polly, ; Piatek‐Jimenez, Marcinek, Phelps, & Dias, ; Wilkins, ). This application of mathematics knowledge is referred to as quantitative literacy.…”

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confidence: 99%

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Applying Mathematical Concepts with Hands‐On, Food‐Based Science Curriculum

Roseno

Stage

Hoerdeman

et al. 2015

School Sci & Mathematics

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This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the FoodMASTER Intermediate curriculum on fourth-grade student’s mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20-item researcher-developed mathematics knowledge exam (Intervention n=288; Control n=194). Overall, the results showed a significant increase in mathematics knowledge from pre- to post-test. These findings suggest that students engaged in food-based science activities provided them with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students’ mathematics knowledge while building a foundation for becoming quantitatively literate adults.

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“…When reading, mathematicians identify patterns, represent findings visually, verify their answers, and explain their reasoning (Hillman, ). Being quantitatively literate assumes that students can think mathematically, which is not the same as being able to calculate numbers (Piatek‐Jimenez, Marcinek, Phelps, & Dias, ). As students practice reading, writing, and thinking like mathematicians, they learn to appropriately navigate the language demands of the discipline.…”

Section: A Model For Relating Disciplinary Literacy To Pbimentioning

confidence: 99%

Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning

Spires¹,

Kerkhoff²,

Graham³

2016

J Adolescent & Adult Lit

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Disciplinary literacy is gaining momentum as an approach to adolescent literacy. Believing that a key aspect of disciplinary literacy is knowledge construction, the authors introduce a model for relating disciplinary literacy with project‐based inquiry. Rather than merely exploring topics during inquiry, students use practices of a discipline to understand claims and evidences and to create new knowledge. The aim is that students will engage in authentic, intellectually challenging work so their products will have value within and outside of school. The model proposes to help teachers create an instructional path for deeper learning within the disciplines.

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Helping Students Become Quantitatively Literate

Abstract: How teaching for QL differs from teaching a traditional mathematics course and where to find good QL problems.

Cited by 6 publications

References 1 publication

Operationalizing and validating disciplinary literacy in secondary education

Operationalizing and validating disciplinary literacy in secondary education

Applying Mathematical Concepts with Hands‐On, Food‐Based Science Curriculum

Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning

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