1. 1 Speaking, Reading, and Writing Science and Mathematics Potential Research Issues Steve Lerman, David Pimm, Jim Shymansky, Larry Yore

2. 2 Oral Discourse in an Inquiry Science/Mathematics Context (David Pimm)  Discourse analysis of classroom discussions  Role of informed teacher awareness of classroom discourse patterns on teaching  Exploring alternative patterns of classroom interaction  Ways to develop student facility with ‘speaking mathematically’

3. 3 Science/Mathematics Reading (Jim Shymansky)  Use of children’s literature as springboards into inquiry or problem solving

4. 4 Science/Mathematics Reading (Steve Lerman)  Developing a critical stance to text in print and digital forms

5. 5 Science/Mathematics Writing and Writing to Learn Science/Mathematics (Larry Yore)  Children’s drawings and captions as science or mathematics writing

6. 6 Science/Mathematics Writing and Writing to Learn Science/Mathematics (Jim Shymansky)  Professional development and explicit instruction on expository genre: descriptions, explanations, instructions, and arguments

7. 7 Language, Culture, and Science/Mathematics Learning (David Pimm)  Language contributions to conceptual understanding and fluency  Nature and historical development of the mathematics register  Syntactic and semantic confusion compared with verbal enhancement of external imagery  Role of mathematical notation in developing fluency  The productive tension between fluency and understanding  What it could mean to ‘write mathematically’

8. 8 Language, Culture, and Science/Mathematics Learning (Larry Yore)  Second language learners and learning instructional language and science/mathematics language — everyone is a second language learner in science and mathematics  The 3–language problem: L1–home, L2–school, and L3– science/mathematics  Student talk must be associated with sensory experiences to ensure vocabulary development  Language cannot be separated from cultural beliefs and values

9. 9 Language, Culture, and Science/Mathematics Learning (Larry Yore)  Oral discourse is a necessary foundation for learning but it is not sufficient for science/mathematics learning  Rich oral discussions within and between student groups encourage consideration of alternative interpretations and causality  Teacher questioning needs to reflect the purpose of inquiry/problem- solving  Engage: Accessing and assessing prior knowledge, challenging students’ ideas, and setting purpose  Explore: Productive questions should encourage students to attention- focusing, measuring and counting, comparisons, actions, problem- posing, and reasoning  Consolidate: Questions should encourage sharing, organizing, generalizing, evaluating, and applying  Assess: Questions should document student understanding and concerns to empower future learning and inform future instruction

10. 10 Language, Culture, and Science/Mathematics Learning (Steve Lerman)  Everyday language terms as anchors for mathematics learning  Sharing (for division)  Sum (for add)  Difference (for subtract)  Balance (for equations)  Makes (for equals)

12. 12 (Steve Lerman)  Sharing (for division) 6 ÷ 2, but 6 ÷ 0.2 ??  Difference (for subtract) 8 and 3 ??  Balance (for equations) 3x+2 – 4 = 7 – 5x 2  Makes (for equals) 3 + 5 = 8 but 4 – x = 12 ??

13. David and Gita’s group organize a mixed doubles tennis competition. They need to pair a girl with a boy. They put the three boys’ names in one bag and all the three girls’ names into another bag. Find all the possible ways that boys and girls can be paired. Write the pairs below. One pair is already shown. Rob and Katy David Rashid Bob Ann Katy Gita

14. 14 Other Research Issues in Science and Mathematics  Oral Language and Discourse Opportunities  Reading Issues  Writing Issues  Culture and Language Issues  Information Communication Technologies (ICT) and Multiple Representation Issues

15. 15 Oral Language  Professional development and explicit instruction on patterns of argument  Argument effectiveness and science learning and understanding  Structured Controversy — Debating STSE issues or ill-structured problems  Presentations, negotiated criteria, and peer evaluations

16. 16 Reading — 1  Assessing students’ metacognitive awareness and executive control of science/mathematics reading strategies (Reading Awareness and Executive Control Inventory)  Metacognition, reading comprehension, and science achievement  Professional development and explicit instruction on science reading comprehension, student attributes, and science achievement

17. 17 Reading — 2  Refutation text and conceptual change  Use of trade books in science inquiry  Teachers’ and students’ views of science and their views on science text and science reading

18. 18 Writing  PowerPoint ® and multimedia presentations of science  Multiple representations of a science idea  Concept mapping as writing to learn science  Sequential writing tasks about a science idea  Science Writing Heuristic  Documenting scientists, engineers, and mathematicians writing

19. 19 Culture and Language  Language with embedded cultural beliefs and values: First Nations people’s use of mixed spiritual and physical causality  Cultures without written language: Does this affect their science and mathematics understanding?

20. 20 ICT Skills/Strategies (Literacy Maps: Science)  21st Century tools for Communication, Information Processing, and Research (See: http://www.21stcenturyskills.org/ for sample science outcomes)  Grade 4: Access information from a variety of media sources; research characteristics of beaks, wings, and coloration to compare adaptation of several species of birds  Grade 8: Use a variety of information access tools to locate, gather, and organize potential sources of scientific information to answer questions  Grade 12: Select and analyze information from various sources, including electronic and print resources, community resources, and personally collected data, to answer questions being investigated

21. 21 ICT Skills/Strategies (Literacy Maps: Mathematics)  21st Century tools for Thinking and Problem Solving (sample outcomes)  Grade 4: Plan, visualize, estimate, measure, test, and revise understanding of geometric shapes and measurement concepts  Grade 8: Select and apply appropriate problem- solving strategies in an online group  Grade 12: Apply an appropriate strategy to solve problems both individually and in a group

22. 22 Multiple Representations  What are the cognitive effects and explanation of re-representing ideas? [Ainsworth, S. E. (1999). The functions of multiple representations. Computers & Education, 33(2/3), 131-152.]  Conceptual, physical, and mathematical models  Talk to visual displays to textual descriptions and explanations  What role does ICT play in multiple representations?  Animation, 3–dimensional modeling, PowerPoint presentations, etc.