{"product_id":"the-problem-with-math-is-english-isbn-9781118095706","title":"The Problem with Math Is English","description":"\u003cb\u003eTeaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math concepts\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e \u003cbr\u003e   \u003cp\u003ePublished in partnership with SEDL, \u003ci\u003eThe Problem with Math Is English\u003c\/i\u003e illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire ?aha? moments, this book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism, delving into such essential topics as multiplication, division, fractions, place value, proportional reasoning, graphs, slope, order of operations, and the distributive property.\u003c\/p\u003e \u003cbr\u003e \u003cul\u003e \u003cli\u003eOffers a new way to approach teaching math content in a way that will improve how all students, and especially English language learners, understand math\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eEmphasizes major attributes of conceptual understanding in mathematics, including simple yet deep definitions of key terms, connections among key topics, and insightful interpretation\u003c\/li\u003e \u003c\/ul\u003e \u003cbr\u003e   \u003cp\u003eThis important new book fills a gap in math education by illustrating how a deeper knowledge of math concepts can be developed in all students through a focus on language and symbolism.\u003c\/p\u003e \u003cbr\u003e \u003cp\u003eThe Author xiii\u003c\/p\u003e \u003cp\u003eAbout SEDL xv\u003c\/p\u003e \u003cp\u003eAbout This Book xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction xix\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJulian’s Story xix\u003c\/p\u003e \u003cp\u003eRationale and Purpose xx\u003c\/p\u003e \u003cp\u003eWho Benefits from This Book? xxii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne The Problem with Math Is English (and a Few Other Things) 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Language and Symbolism? 1\u003c\/p\u003e \u003cp\u003eWhat We Are Teaching 4\u003c\/p\u003e \u003cp\u003eTurning the tide: A Sampling of Approaches 6\u003c\/p\u003e \u003cp\u003eMathematics Is About Relationships 8\u003c\/p\u003e \u003cp\u003eConnecting the Pieces and Looking Ahead 9\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Why a Language Focus in Mathematics? 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Convergence of Mathematics and English: More Than Just Vocabulary 11\u003c\/p\u003e \u003cp\u003eProblems Based on the English Language 13\u003c\/p\u003e \u003cp\u003eA Number of Problems with Number 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Language and Symbolism in Traditional Instruction 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eShortcomings of Traditional Instruction 22\u003c\/p\u003e \u003cp\u003eMore Language and Symbolism Issues: Adding Fuel to the Fire 32\u003c\/p\u003e \u003cp\u003eTell Me Again Why the Language Focus in Math? 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour So What Does Conceptual Understanding Look Like? 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Starts with Definitions 42\u003c\/p\u003e \u003cp\u003eMaking Connections in Math: Beyond Connecting Dots 51\u003c\/p\u003e \u003cp\u003eThe Interpretation and Translation Of Math 55\u003c\/p\u003e \u003cp\u003eConclusion 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive The Order of Operations: A Convention or a Symptom of What Ails Us? 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Roots of the Rules 64\u003c\/p\u003e \u003cp\u003eThe Natural Order: A Mathematical Perspective 65\u003c\/p\u003e \u003cp\u003eConclusion: A Conceptual Understanding of the Order of Operations 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Using Multiplication as a Critical Knowledge Base 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Key Definitions and Connections 81\u003c\/p\u003e \u003cp\u003eInterpreting Multiplication 86\u003c\/p\u003e \u003cp\u003eUsing The Power of the Distributive Property 88\u003c\/p\u003e \u003cp\u003eFeeling Neglected: The Units in Multiplication 100\u003c\/p\u003e \u003cp\u003eConclusion: Small Details, Huge Impact 103\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Fractions: The ‘‘F Word’’ in Mathematics 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Fractions: Like Herding Cats 105\u003c\/p\u003e \u003cp\u003eThe Fraction Kingdom 107\u003c\/p\u003e \u003cp\u003eInterpreting Fractions 116\u003c\/p\u003e \u003cp\u003eConclusion 124\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Operations with Fractions 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdding and Subtracting Fractions 127\u003c\/p\u003e \u003cp\u003eMultiplying Fractions 131\u003c\/p\u003e \u003cp\u003eDividing Fractions 150\u003c\/p\u003e \u003cp\u003eConclusion 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Unlocking the Power of Symbolism and Visual Representation 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSymbolism 161\u003c\/p\u003e \u003cp\u003eVisual Representation 168\u003c\/p\u003e \u003cp\u003eThe Power of Interpretation: Three Perspectives of Trapezoids 178\u003c\/p\u003e \u003cp\u003eConclusion 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Language-Focused Conceptual Instruction 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLanguage Focus: Beyond the Definitions 190\u003c\/p\u003e \u003cp\u003eThe Secrets to Solving Word Problems 192\u003c\/p\u003e \u003cp\u003eSuggested Instructional Strategies 197\u003c\/p\u003e \u003cp\u003eConclusion 216\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEleven Mathematics: It’s All About Relationships! 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLanguage and Symbolism: Vehicles for Relationship Recognition 220\u003c\/p\u003e \u003cp\u003eRelationships and Fractions 224\u003c\/p\u003e \u003cp\u003eProportional Reasoning 227\u003c\/p\u003e \u003cp\u003eRelationships: Important Considerations 230\u003c\/p\u003e \u003cp\u003eRelationships: Making Powerful Connections 234\u003c\/p\u003e \u003cp\u003eConclusion 249\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwelve The Perfect Non-Storm: Understanding the Problem and Changing the System 251\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Systemic Issue 251\u003c\/p\u003e \u003cp\u003eMath Makeover 257\u003c\/p\u003e \u003cp\u003eConclusion 264\u003c\/p\u003e \u003cp\u003eBibliography 267\u003c\/p\u003e \u003cp\u003eIndex 269\u003c\/p\u003e  \u003cp\u003eConcepcion Molina, Ed.D., is a program associate with SEDL, a private, nonprofit education research, development, and dissemination corporation based in Austin, Texas. Dr. Molina supports systemic reform efforts in mathematics and works to assist state and intermediate education agencies in their efforts to improve instruction and student achievement.\u003c\/p\u003e  \u003cp\u003ePublished in partnership with SEDL, \u003ci\u003eThe Problem with Math Is English\u003c\/i\u003e illustrates how students often understand fundamental mathematical concepts at only a superficial level. Written to inspire \"aha\" moments, this important new book offers teachers the tools they need to help their students identify and comprehend the nuances and true meanings of essential math concepts—such as multiplication, division, fractions, place value, and much more—by exploring them through the lenses of language and symbolism.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Problem with Math Is English\u003c\/i\u003e explains how language-focused conceptual instruction leads students to a deeper understanding than traditional procedural-based teaching methods. By placing emphasis on truly understanding math concepts, Dr. Molina shows that teaching math becomes easier when teachers are able to communicate the language, symbolism, and representation of math to all of their students.\u003c\/p\u003e \u003cp\u003e\"Teachers of mathematics of all levels who read and spend time with this fun and challenging book will strengthen their content knowledge and find confidence in their own ability to think and reason. When teachers truly understand and embrace the mathematics\/language connections so richly illustrated in the book, they will be able to pass on to all of their students a depth of mathematical insight and joy they may never have imagined before.\"\u003c\/p\u003e \u003cp\u003e—\u003cb\u003eCindy Chapman\u003c\/b\u003e, Mathematics Education Consultant; past member, NCTM Board of Directors\u003c\/p\u003e \u003cp\u003e\"In this easy to read book, Como Molina—with rare humor, insight and thoughtfulness—shares many of the lessons he has learned while providing professional development for mathematics teachers in U.S. public schools. Como delightfully challenged my own understandings of the important relationships between mathematical ideas and the language we commonly use to teach them.\"\u003c\/p\u003e \u003cp\u003e—\u003cb\u003eDr. Stephen Marble\u003c\/b\u003e, Associate Professor of Education, Southwestern University, Georgetown , TX\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990321119461,"sku":"NP9781118095706","price":32.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118095706.jpg?v=1761787346","url":"https:\/\/k12savings.com\/products\/the-problem-with-math-is-english-isbn-9781118095706","provider":"K12savings","version":"1.0","type":"link"}