Critical Literarcy

I imagine that if you walked into a math classroom and had an understanding of the word fraction with the context of using them to divide a pie and that was all you knew it might be hard to use fractions in the rest of math. Fractions have a lot more  meaning than just dividing a pie and so understanding fractions in many ways would be pretty critical.

There are so many ways to use fractions in math that if you don't understand the very beginning of fractions it's harder to ask questions that will help you critically think about fractions.

There are four things that students need to do in order to have an in-depth understanding of what they are learning about. Ask questions that will get them thinking about the content you are trying to teach them.

The first is de-coding.
• What are the different ways numbers are used and represented?
• What is the terminology being used and what does it mean?
• What are the key mathematical concepts?
• What are the key mathematical processes and procedures?

The second is meaning-making.
• What is the text about?
• How does it relate to what I already know?
• How can I use what I already know to help me explore further?
• How do the mathematical concepts make sense in this context?
• How do the mathematical concepts help me understand this context?
• What is confusing or misleading?
• Are there other possible meanings?

The third is using.
• In what ways are the numbers or mathematical concepts in this context significant or useful?
• What is the purpose of the text and how does it connect into a bigger picture?
• How might this text be used to promote different viewpoints?
• What are possible applications and likely impacts?
• How would I use this text and what decisions would I make based on it?
• In what ways am I now thinking about the issues and the mathematical concepts differently?

The fourth is analyzing.
• Is it true? — Are the mathematical concepts used appropriately in this text? What is the evidence? Is it based on reasonable assumptions? Is it logical and consistent? Is it researched appropriately? Does it have a reputable source? What do I need to know to be convinced that it is plausible?
• Is it fair? — Does it include different views, values, perspectives or types of research? What is missing? Who might be silenced? Where do I look for alternatives?
• How does it position me? — What do I think the authors' intentions, values or biases are? What do they want me to believe? How do they use the mathematical concepts or terminology to position me? • DO I BELIEVE IT?

While I loved all of these questions that I read from the article the one I loved the most was do I believe it. The teacher needs to believe it and pass that onto students so that they believe it. The ways that you have students believe what you teach them is to allow them to ask questions and explore. You can't just tell them what to do and have them like what they are doing. I always like to learn things more when I have taken the time to explore and learn at a deeper level the content that I am learning about.

JUST HAVE FUN AND EVERYONE AROUND YOU WILL!!!!