Rehearsal or Reorganization: Two Patterns of Literacy Strategy Use in Secondary Mathematics Classes

Abstract

This study presents two critical cases illustrating distinct patterns in teachers' use of literacy strategies in secondary mathematics classes. The cases are part of a professional development project designed to enhance teachers' pedagogical skills by developing content literacy strategies for use in secondary mathematics and science classrooms. Teachers' beliefs about teaching mathematics, their uses of writing and vocabulary development strategies, and goals for student learning were examined via interviews, classroom observations, reflections on teaching, and teacher posts to an online discussion forum. Results show patterns of literacy strategy use were related to teachers' views of pedagogy and of mathematics. Ned, who held a procedural approach to teaching mathematics, used strategies as a rehearsal tool to support remembering correct ideas, fact, and procedures. Christine, with a conceptual approach to teaching, used literacy strategies as a tool to support deepening and reorganizing student understanding of mathematical concepts and relationships. [ABSTRACT FROM AUTHOR]