2
READING STRATEGY PRESENTATION AND REFLECTION
PART 1 - READING STRATEGY RESEARCH
Readin
g
Strateg
y
Close reading
Journal
Article
1
Title of Article: Close Reading In The Mathematics Curriculum
APA Reference: Ediger, M. (2018). CLOSE READING IN THE MATHEMATICS
CURRICULUM.Education,139(2), 71+.https://link.gale.com/apps/doc/A571022169/BIC?
u=vic_liberty&sid=summon&xid=d27bb584
Journal
Article
2
Title of Article: Different Reading Styles for Mathematics Text
APA Reference: Berger, M. (2019). Different reading styles for mathematics text.Educational
Studies in Mathematics,100(2), 139–159. http://www.jstor.org/stable/45184685
Reading Strategy Research Reflection
Explanation and Support
Close reading is when you focus more on the specific details of a reading. Now, within
the mathematics curriculum, there are a significant number of ways to establish closed reading.
For example, reading a word problem out loud to the class, helps students get a better
understanding of what they should be solving for. The student could also possibly describe in
their own words about how they would interpret the question. “Having pupils experience
background information, directly related to the subject matter to be read, assists pupils to
effectively comprehend mathematical content” (Ediger, 2018).
3
Integration in <_______________> Content Area
There are numerous different things I could possibly use in my content area. One thing, I
would use would be for one of my warm-ups would perhaps be a word problem. As previously
stated, using problem solving helps students be able to understand the context behind every
problem. Once every student has arrived in my class, I would pull up the problem on the white
board or any type of board that the school in my district provides, read the word problem out
loud to the class and let them solve the problem themselves or in small groups. Most likely in
small groups because every student has a different mindset and being able to see them work with
each other could also help another student learn the content better than what they already know.
Across the Curriculum
Within the textbook, “Improving Adolescent Literacy: Content Area Strategies at Work”
and the two articles I provided, we have came to the conclusion that every student is different.
“Reading rate is not the only indicator of a good reader, but consider the labored reading of a
struggling student (Rasinski et al., 2005). When reading is choppy and disfluent, it becomes
difficult to attend to the message behind the words. Meaning for the reader (and listener) is lost
in a string of pauses, false starts, and hesitations” (Fisher & Frey, 2018, p. 60). This quote could
be used for anything in general and not just in the mathematics field. Something I would change
about this would be from personal experience. Back in grade school, I was the person who
struggled with reading, but I always made good grades in mathematics and a majority of my
other classes. I don’t think just because a student struggles in the reading aspect, means that they
will not succeed or will not be able to interpret the message behind the words. Some students just
don’t apply themselves to the best of their ability.
4
“The mathematics teacher must adjudicate the amount of time necessary for developing
background information, according to learner needs, as well as time spent on the introduction of
new vocabulary terms since each pupil is on a different level of achievement” (Edgier, 2018). In
my opinion, this quote is true and accurate. One thing, I believe I would do differently would be
having a set schedule on how much time a lesson is going to take. I think being organized, and
having to physically write things down would help the educator be more understanding on the
amount of time he/she has to teach everything they need to in the curriculum.
“With this reality, it is unfortunate that many learners do not read or use their
mathematics textbooks productively. Helping learners to read mathematics productively is thus
an urgent pedagogical imperative. And to be effective, such pedagogy needs to be based on
research about the ways in which students do read and hence shape the mathematical text”
(Berger, 2019). This quote provides so much information, but in my opinion, I feel as though the
reason kids nowadays do not read their textbooks as much is because everything is digital in the
world we live in today. I also believe they do not read their textbooks as much because educators
give their students lots of things to read, and some people struggle with reading. For instance, in
my personal life, I have had educators give me more than three chapters to read within a few
days’ time frame. As a person who struggled in reading, it would take me more than a few days
to understand and be able to answer questions about the reading. Again, some students get
uninterested really fast and that’s another reason why students tend not to pick up their
textbooks.
Part 1 Word count: 718 words
5
PART 2 - READING STRATEGY PRESENTATION AND REFLECTION
Link to
Presentatio
n
https://youtu.be/9AtOvJfgROI
Strengths and Limitations (Areas for Improvement)
In my opinion, I think I provided a lot of information within this project. I do believe that
there is always room for improvement. I do believe that I struggle a little when it comes to
citations, and that costs me to lose some points on my work. Another thing, I feel like I need to
improve on is my talking. I am very shy when it comes to talking, and I get really discouraged
when I continuously mess up a sentence. One strength I feel like I have is my confidence. I enjoy
doing projects, and I am very confident when it comes to my work. Another strength I feel like I
had while doing this project, is the ability to bounce back and forth between the tabs I have open
on my computer. I used to get to the point I would get overwhelmed when it came to having all
these tabs open on my computer. I have gotten better and learned how to balance all those tabs as
one.
Insight Gained
I think I have gained quite a bit of knowledge on somethings I already knew before doing
this project, and things I had no idea of. In my opinion, I already knew that every student learns
in a different way. I was very familiar with this back in grade school. I used to be the kid who
could learn the way the teacher taught a certain lesson and be able to switch things up and learn
6
my own way to help other classmates be successful, especially when some classmates weren’t
doing so well in the class. Something I learned by doing this project is that close reading is
everywhere; not just in an English/Language Arts class. Day to day, we use close reading to
analyze different things. Another thing I learned, is that there are students out in this world that
are actually not reading their textbooks. I remember in grade school, we would be assigned a
certain number of pages to take home to read, and we’d have to come back to school and be
ready to answer questions about what we read. Seeing how much things have changed since my
time, compared to now is huge.
Changes
Something I think I would’ve done differently would be to ask questions. There were a
few times I got stuck and couldn’t think properly but I didn’t want to disturb my
professor. Another thing I would’ve done differently is I would have tried to combine all
subjects together and explained how they all relate to one another. I did talk about a few,
but I feel as though I should’ve elaborated a little more. Overall, I am very confident in
my work.
Part 2 Word Count: 452 words.
7
References
Ediger, M. (2018). CLOSE READING IN THE MATHEMATICS
CURRICULUM.FEducation,F139(2), 71+.Fhttps://link.gale.com/apps/doc/A571022169/BIC?
u=vic_liberty&sid=summon&xid=d27bb584
Berger, M. (2019). Different reading styles for mathematics text.FEducational Studies in
Mathematics,F100(2), 139–159. http://www.jstor.org/stable/45184685
Fisher, D., & Frey, N. (2018).FImproving Adolescent Literacy: Content Area Strategies at
WorkF(5th ed.). Pearson.
https://libertyonline.vitalsource.com/reader/books/9780135185841/epubcfi/6/2[%3Bvnd.vst.idref
%3Dcover]!/4/2%4054:1
Jones, B., Chang, S., Heritage, M., Tobiason, G., & Herman, J. (2014, February).FSupporting
students in close reading. files.eric.ed.gov.Fhttps://files.eric.ed.gov/fulltext/ED565336.pdf
Powered by TCPDF (www.tcpdf.org)
