SN LGM1 TASK 1_ READING COMPREHENSION (1)
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Western Governors University *
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IYT2
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Mathematics
Date
Jan 9, 2024
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Uploaded by MasterClover11237
LGM1 TASK 1: READING COMPREHENSION
A.
There is great value in disciplinary literacy in the context of mathematics.. Mathematical
literacy refers to the ability to read, interpret, and communicate mathematical ideas effectively. It
involves understanding the specialized language, symbols, and structures unique to math. The
value of disciplinary literacy in mathematics lies in its capacity to empower students to
comprehend and engage with mathematical texts, solve complex problems, and think critically
in mathematical contexts.
One thing that shows the value of disciplinary literacy in mathematics is when students have to
interpret word problems. Word problems often present mathematical concepts within real-world
contexts. This requires students to understand the problem, identify relevant information, and
apply mathematical strategies to arrive at a solution. By developing disciplinary literacy within
mathematics, students can effectively translate word problems into mathematical expressions,
analyze the problem's structure, and use appropriate mathematical reasoning to solve it.
Disciplinary literacy in mathematics enables students to bridge the gap between mathematical
concepts and real-life situations, promoting problem-solving skills and critical mathematical
thinking.
B.
Contrasting content area literacy and disciplinary literacy in mathematics highlights the
different approaches and methods. Content area literacy focuses on general reading and writing
skills that can be applied across various subjects, including mathematics. It emphasizes
comprehension strategies, such as identifying main ideas, making inferences, and summarizing.
While these skills are essential, disciplinary literacy in mathematics emphasizes the specific
language, symbols, and structures unique to the discipline.
One difference between content area literacy and disciplinary literacy in mathematics is the use
of mathematical symbols and notation. In content area literacy, students may learn general
reading strategies to interpret symbols and make sense of mathematical expressions. However,
disciplinary literacy in mathematics goes beyond this by explicitly teaching students the
meaning, purpose, and conventions of mathematical symbols and notation.In content area
literacy, students might learn that the symbol "+" indicates addition, and they may use this
knowledge to solve simple arithmetic problems. In contrast, disciplinary literacy in mathematics
would focus on developing a deeper understanding of mathematical symbols, such as
recognizing that "+" represents the combination or joining of quantities, while "-" indicates
subtraction or removal. Disciplinary literacy would also emphasize the importance of using
parentheses to clarify the order of operations and understanding the meaning of variables and
equations. These disciplinary literacy strategies enhance students' mathematical understanding
and ability to communicate mathematical ideas effectively.
LGM1 TASK 1: READING COMPREHENSION
C.
Data Genetics: Why Are Roller Coaster Loops Not Circular?
C1.
Vocabulary Needs:
One disciplinary reading strategy for understanding the text is to focus on vocabulary needs.
This involves identifying and comprehending key terms and concepts within the text. Students
can create a vocabulary list or use context clues to determine the meaning of unfamiliar words.
They can also engage in activities such as word maps, concept cards, or word associations to
deepen their understanding of the vocabulary used in the text. By mastering the relevant
vocabulary, students can better comprehend the content and ideas presented in the text.
Students need to develop a strong mathematical vocabulary to comprehend and communicate
mathematical ideas accurately. This includes understanding key terms, symbols, and
mathematical language specific to the discipline. Strategies such as pre-teaching vocabulary,
creating visual representations of terms, and using context clues can enhance students'
mathematical vocabulary comprehension.
Focus on vocabulary needs for the text “Data Genetics: Why Are Roller Coaster Loops Not
Circular?” is especially important because of all of the complexities that go into the problem.
When a roller coaster car enters a loop, it experiences a combination of gravitational force and
centripetal force. The gravitational force pulls the car downward, while the centripetal force pulls
the car towards the center of the loop. The combination of these forces allows the car to
maintain a curved path through the loop. This problem, while it is a math problem, also has
elements of physics and being able to understand key words and phrases is essential to
understanding and solving the roller coaster problem.
Text Features:
Another disciplinary reading strategy is to pay attention to text features. This involves analyzing
the structural elements of the text, such as headings, subheadings, captions, graphs, and
diagrams. Students can use these features to navigate the text, locate specific information, and
make connections between different parts of the text. They can also engage in activities such as
text mapping, where they visually represent the text's structure and organization. By
understanding the text features, students can enhance their comprehension and extract relevant
information more effectively.
The focus on understanding text features on the roller coaster problem is key, as the graphics
help give context and meaning to the problem and reasoning behind why roller coaster loops
aren’t circular. Being able to understand and how to read the text features can help students
better understand the concepts that are outlined in the text.
Technological Literacy:
Incorporating technological literacy is crucial for understanding texts in the digital age. This
disciplinary reading strategy involves utilizing digital tools, resources, and platforms to access,
analyze, and interpret information. Students can employ online research skills, such as
LGM1 TASK 1: READING COMPREHENSION
evaluating the credibility of sources and using advanced search techniques, to gather additional
information related to the text. They can also leverage digital annotation tools to highlight
important points, add comments, and make connections within the text. By developing
technological literacy, students can navigate the digital landscape and leverage digital resources
to enhance their understanding of the text. As this text is a blog and online, because able to
incorporate technological literacy can help students better understand the contents of the
material.
C1a.
One way to incorporate the disciplinary reading strategy of vocabulary needs into an activity is
through a vocabulary scavenger hunt. In this activity, students are provided with a list of
vocabulary words from the text, and their task is to locate and identify instances of these words
within the text. They can work individually or in small groups.
Activity Objectives:
●
Mathematical Terminology Acquisition: The activity aims to help students acquire and
understand mathematical vocabulary specific to the context of roller coaster design and
physics principles. By actively searching for and identifying mathematical terms within
the text, students can build their mathematical literacy and develop a stronger foundation
in math concepts.
●
Conceptual Understanding of Math in Roller Coaster Design: The activity encourages
students to analyze how mathematical concepts, such as centripetal force, acceleration,
and radius, are applied in the design and operation of roller coasters. By locating these
concepts within the text and examining their explanations and applications, students can
deepen their conceptual understanding of math and its real-world significance in the
context of amusement park rides.
●
Mathematical Problem-Solving and Critical Thinking: Through the vocabulary scavenger
hunt, students are prompted to think critically and apply mathematical reasoning skills.
They must analyze and evaluate the mathematical principles discussed in the text, make
connections between these principles and the design considerations for roller coasters,
and reflect on the implications of math in creating a safe and enjoyable ride experience.
This objective fosters problem-solving skills and encourages students to think
mathematically when faced with real-world engineering challenges.
By engaging in the vocabulary scavenger hunt activity and achieving these objectives, students
can strengthen their mathematical vocabulary, deepen their understanding of math concepts in
roller coaster design, and develop critical thinking and problem-solving skills in the context of
mathematical applications.
1. Pre-Activity:
a. Introduce the vocabulary words to the students and provide definitions or explanations as
necessary.
b. Explain the rules and objectives of the scavenger hunt activity.
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LGM1 TASK 1: READING COMPREHENSION
2. Activity:
a. Provide each student/group with a copy of the text/math word problem.
b. Give them a list of vocabulary words to find within the word problem.
c. Instruct the students/groups to search for the words in the text and highlight or underline them
when found.
d. Encourage the students/groups to discuss the context and meaning of the words as they
locate them.
●
Bonus points to be awarded if they could use those words and concepts to develop the
equation to solve the word problem.
e. Set a time limit for completing the activity.
3. Post-Activity:
a. Gather the students/groups together and discuss their findings.
b. Facilitate a class/group discussion on the identified vocabulary words, their meanings, and
how they are used in the text.
●
Demonstrate how those key words and phrases help develop an equation.
c. Encourage students to ask questions and seek clarification on any challenging vocabulary.
C1ai.
The disciplinary reading strategy of focusing on vocabulary needs is effective for helping
students understand the text because it enhances their comprehension. This also helps
facilitate engagement with the content. Research supports the importance of vocabulary
knowledge in reading comprehension (Beck, 2013). By explicitly addressing vocabulary needs,
students can build a strong foundation for understanding the text and accessing its meaning.
Through activities like the vocabulary scavenger hunt, students actively interact with the text,
deepen their understanding of the words in context, and make connections between the
vocabulary and the overall content. This strategy also promotes word learning and retention,
allowing students to transfer their newly acquired vocabulary knowledge to future reading tasks.
Sources:
Berry, N. (2014, March 24). Roller coasters
. Data Genetics
.
https://datagenetics.com/blog/march42014/index.html
Beck, McKeown and Kucan (2013). The three tiers of vocabulary.
https://www.researchgate.net/figure/The-three-tiers-of-vocabulary-Beck-McKeown-and-
Kucan-2013_fig1_320781896