## Literacy in Mathematics

Literacy, as described in the quotation above, is a critical part of what it means to learn mathematics. Mathematics has both a unique set of signs and symbols and distinctive ways of communicating. It has even been proposed that mathematics is best viewed as a separate language. Kenny (2005) states that, "Mathematics truly is a foreign language for most students : it is learned almost entirely at school and is not spoken at home. Mathematics is not a 'first' language; that is, it does not originate as a spoken language" (p. 5). Learning mathematics is about learning to participate within this communication system.

## Objectives of these modules:

Upon completion of these modules, teacher candidates will be able to:

- identify unique features associated with using mathematical texts, visual representations, specialized vocabulary, and symbolic representations to teach mathematics.
- demonstrate knowledge of the theoretical/research base on using mathematical texts, visual representations, specialized vocabulary, and symbolic representations to teach mathematics.
- make connections between using using mathematical texts, visual representations, specialized vocabulary, and symbolic representations to teach mathematics and the theoretical/research base that supports the genres as important ones in the study of mathematics.
- apply the steps of using certain teaching strategies based on using mathematical texts, visual representations, specialize vocabulary and symbolic representations to teach mathematics to a given case study or example.
- evaluate examples of implementation of using mathematical texts, visual representations, specialized vocabulary, and symbolic representations to teach mathematics.