Bypass, augment, or integrate

How secondary mathematics teachers address the literacy demands of standards-based curriculum materials

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This 3-year qualitative study examined how 26 teachers in four U.S. secondary schools addressed the literacy demands of curriculum materials based on standards from the National Council of Teachers of Mathematics. It was grounded in sociocultural perspectives that encourage study of language in local contexts, including classrooms, communities, and disciplines. The research question asked, “How do secondary mathematics teachers in a teacher–researcher collaboration understand and address the literacy demands of standards-based curriculum materials?” An interdisciplinary team of literacy and mathematics education researchers and graduate students worked with teachers to examine required curriculum materials, plan lessons, and share resources, while collecting qualitative data to capture teachers’ understandings and actions. Findings indicated that teachers responded in three ways to the materials’ literacy demands: (a) they used the materials selectively to bypass or reduce the literacy demands, (b) they augmented use of the materials with literacy support, or (c) they integrated use of the materials into long-term frameworks to develop mathematics and literacy learning simultaneously. The study suggests the value of using insights from mathematics and literacy to inform mathematics curriculum design and reminds us to take teachers’ perspectives toward such materials seriously, particularly when they collaborate to address issues about the materials’ use in their own school contexts.

Original languageEnglish (US)
Pages (from-to)439-472
Number of pages34
JournalJournal of Literacy Research
Volume47
Issue number4
DOIs
StatePublished - 2015

Fingerprint

literacy
mathematics
curriculum
teacher
Mathematics
Curriculum
Literacy
National Council
secondary school
graduate
classroom
language
resources
school
learning
community
education
student

Keywords

  • Content-area
  • Literacy
  • Mathematics communication
  • Mathematics literacy
  • Secondary mathematics curriculum
  • Teachers’ curriculum use

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

@article{f963435d0e8d44e3a3087fb897884387,
title = "Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials",
abstract = "This 3-year qualitative study examined how 26 teachers in four U.S. secondary schools addressed the literacy demands of curriculum materials based on standards from the National Council of Teachers of Mathematics. It was grounded in sociocultural perspectives that encourage study of language in local contexts, including classrooms, communities, and disciplines. The research question asked, “How do secondary mathematics teachers in a teacher–researcher collaboration understand and address the literacy demands of standards-based curriculum materials?” An interdisciplinary team of literacy and mathematics education researchers and graduate students worked with teachers to examine required curriculum materials, plan lessons, and share resources, while collecting qualitative data to capture teachers’ understandings and actions. Findings indicated that teachers responded in three ways to the materials’ literacy demands: (a) they used the materials selectively to bypass or reduce the literacy demands, (b) they augmented use of the materials with literacy support, or (c) they integrated use of the materials into long-term frameworks to develop mathematics and literacy learning simultaneously. The study suggests the value of using insights from mathematics and literacy to inform mathematics curriculum design and reminds us to take teachers’ perspectives toward such materials seriously, particularly when they collaborate to address issues about the materials’ use in their own school contexts.",
keywords = "Content-area, Literacy, Mathematics communication, Mathematics literacy, Secondary mathematics curriculum, Teachers’ curriculum use",
author = "Kelly Chandler-Olcott and Doerr, {Helen M.} and Hinchman, {Kathleen A} and Masingila, {Joanna O}",
year = "2015",
doi = "10.1177/1086296X16632040",
language = "English (US)",
volume = "47",
pages = "439--472",
journal = "Journal of Literacy Research",
issn = "1086-296X",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Bypass, augment, or integrate

T2 - How secondary mathematics teachers address the literacy demands of standards-based curriculum materials

AU - Chandler-Olcott, Kelly

AU - Doerr, Helen M.

AU - Hinchman, Kathleen A

AU - Masingila, Joanna O

PY - 2015

Y1 - 2015

N2 - This 3-year qualitative study examined how 26 teachers in four U.S. secondary schools addressed the literacy demands of curriculum materials based on standards from the National Council of Teachers of Mathematics. It was grounded in sociocultural perspectives that encourage study of language in local contexts, including classrooms, communities, and disciplines. The research question asked, “How do secondary mathematics teachers in a teacher–researcher collaboration understand and address the literacy demands of standards-based curriculum materials?” An interdisciplinary team of literacy and mathematics education researchers and graduate students worked with teachers to examine required curriculum materials, plan lessons, and share resources, while collecting qualitative data to capture teachers’ understandings and actions. Findings indicated that teachers responded in three ways to the materials’ literacy demands: (a) they used the materials selectively to bypass or reduce the literacy demands, (b) they augmented use of the materials with literacy support, or (c) they integrated use of the materials into long-term frameworks to develop mathematics and literacy learning simultaneously. The study suggests the value of using insights from mathematics and literacy to inform mathematics curriculum design and reminds us to take teachers’ perspectives toward such materials seriously, particularly when they collaborate to address issues about the materials’ use in their own school contexts.

AB - This 3-year qualitative study examined how 26 teachers in four U.S. secondary schools addressed the literacy demands of curriculum materials based on standards from the National Council of Teachers of Mathematics. It was grounded in sociocultural perspectives that encourage study of language in local contexts, including classrooms, communities, and disciplines. The research question asked, “How do secondary mathematics teachers in a teacher–researcher collaboration understand and address the literacy demands of standards-based curriculum materials?” An interdisciplinary team of literacy and mathematics education researchers and graduate students worked with teachers to examine required curriculum materials, plan lessons, and share resources, while collecting qualitative data to capture teachers’ understandings and actions. Findings indicated that teachers responded in three ways to the materials’ literacy demands: (a) they used the materials selectively to bypass or reduce the literacy demands, (b) they augmented use of the materials with literacy support, or (c) they integrated use of the materials into long-term frameworks to develop mathematics and literacy learning simultaneously. The study suggests the value of using insights from mathematics and literacy to inform mathematics curriculum design and reminds us to take teachers’ perspectives toward such materials seriously, particularly when they collaborate to address issues about the materials’ use in their own school contexts.

KW - Content-area

KW - Literacy

KW - Mathematics communication

KW - Mathematics literacy

KW - Secondary mathematics curriculum

KW - Teachers’ curriculum use

UR - http://www.scopus.com/inward/record.url?scp=84973102905&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84973102905&partnerID=8YFLogxK

U2 - 10.1177/1086296X16632040

DO - 10.1177/1086296X16632040

M3 - Article

VL - 47

SP - 439

EP - 472

JO - Journal of Literacy Research

JF - Journal of Literacy Research

SN - 1086-296X

IS - 4

ER -