Supporting mathematics vocabulary instruction through mathematics curricula

Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.     

The wicked problem of embedding academic literacies: exploring rhizomatic ways of working through an adaptive leadership approach

Embedding academic literacies in higher education courses has been a major focus of the work of learning advisers. A number of studies present the results of embedding in specific courses without discussing the processes of negotiation or the different people involved. This paper is about embedding academic literacies in the Business faculty as part of an English language proficiency model at an Australian university. After initial slow progress, a team of learning advisers began to evaluate the process by reflecting on practice. This reflection focused on the space between the top-down process as planned and what actually happened in the complex academic environment. There were tensions between the proposed plan and the expectations and understandings of the disciplinary academics. These were used as a starting point to explore the issues in more detail. This paper argues that the task of embedding academic literacies bears all the hallmarks of a ‘wicked problem’ which eludes a linear formulation and is open to multiple framings. The botanical metaphor of the rhizome from the philosophy of Deleuze and Guattari and an adaptive leadership approach offer ways of responding to this problem. This paper reinterprets the team’s experiences using these theories and suggests alternative work practices. By moving away from the concept of a model, more opportunities to bring about attitudinal and curriculum change can be created to make academic literacies explicit for students.     

Dyslexia in Higher Education: an abuse of the system?

Following on from a previous article which examined concerns regarding the growing demand for public examination concessions on the basis of specific learning difficulties, this article further argues against the much used one‐off psychometric assessment procedure. The appropriateness is queried of a process which does not take into account such other factors as anxiety and emotional disturbance, inappropriate teaching, parental pressure, and socio‐cultural opportunity, all of which can produce a very similar pattern of failure. The nature of specific learning difficulties is also examined, plus a comment on differing assessment techniques. It was concluded that the ‘specific’ needs to be put back into an assessment of ‘specific learning difficulty’. So‐called dyslexia should be identified as the student's major special educational need and not merely as part of a more general learning problem. To do otherwise leaves the system open to abuse, and the long‐term interests of the students concerned will not be best served. The article does not necessarily reflect the views of Carolyn Blyth's employing authority.