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A junior secondary unit of work for Mathematics using the methodology of the Met West Literacy and Learning Resource Book

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A junior secondary unit of work for Mathematics using the methodology of the Met West Literacy and Learning Resource Book
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  MATHEMATICSKLA BOOK  Literacy & LearningProgram  Written by  Peter Knappand Jan Munday  Produced by Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationThrough Commonwealth funding provided by The Dept of Employment, Education and Training ISBN 0-7305-9015-1 MATHEMATICSKLA BOOK MATHEMATICSKLA BOOK  Home Page  The material and approach to genre and grammar used in this ResourceBook is to a large degree an outcome of previously published and un-published work including; LERN Conference Papers: Working with Gen-re:II; Literacy and Education Research Network; Sydney  , Genre and Critical Literacy; Falmer Press, London,  Text and Grammar:Teaching the Genres and Grammar of School Writing; Text Productions, Sydney.The theoretical work underpinning the different frameworks and struc-tures is largely derived from work with Gunther Kress (University of London). The result of this work is being published by Thomas Nelson,Melbourne; Genre and Grammar: A Practical View of Language. The approach to language and mathematics undertaken in this book isinformed in part by the unpublished research of Linda Gerot (Language of Mathematics) carried out for the Met West and Met East Disadvan-taged Schools Programs.Megan Watkins (Executive Officer, Met West Literacy and Learning Program), has had an integral role in the development of the materialsfor this project. Her editing and critical analysis has provided a valu-able focus in ensuring their accessibility and usefulness for teachers.Useful contributions to the teaching objectives and learning outcomes were provided by Robyn Mamouney (Curriculum Directorate). Typeset in 11.5 pt on 16 pt GaramondDesign and Layout by: InLaw Productions9 Hilltop Avenue, Marrickville NSW 2204Phone (02) 559 1595; Fax (02) 559 1595Printed by ABF Printers26 Sloane St Marrickville 2204© Peter Knapp 1992Published by:Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationParramatta Education Resource CentreCnr Albert and O’Connell StreetsNorth Parramatta NSW 2152Phone (02) 683 9666; Fax (02) 630 0054 July 1992 ISBN 0-7305-9015-1  Acknowledgements  How to use this book1Unit One - Describing Programming Grid6Aims and Outcomes7Activities:One8Two9Three10Four11Assessment Task11BLM’s12 Unit Two - Explaining Programming Grid20Aims and Outcomes21Activities:One22Two23Three25Four25Five26Six26Seven27Eight27Assessment Task27BLM’s28  Content/Language Making connections be-tween content knowledgeand language through:•Concrete experiences•Describing and explaining •Reading models•Research (note-taking)•Defining concepts Teaching/Learning Processes 12 Grammar-Editing Moving students’ writingfrom orientation of speechto orientation of writing•Modelling  verb identifica- tion, tense, conjunctions,reference  •Modelling theme, noun groups, nominalisation,modality  3 Teaching through: •Experiential work •Reading models•Research (note-taking)•Scaffolding structure•Writing (whole text)•Editing (grammar)•Re-writing •Assessment  Structure- Writing Using the Generic Structureto provide a scaffold for stu-dent writing of first draft•Modelling the GenericStructure•Modelling Text Organisation•Scaffolding with content/ language•Students drafting wholetext  This book, for the Mathematics Learning Area, has been specifically designed to be used in conjunction with the Met West Literacy andLearning Program Resource Book. Where the Resource Book hasbeen planned as a reference source for programming, this book’s de-sign is focussed on language-based teaching/learning strategies. The units of work developed here, do not go into detailed descrip-tions of the genres and their respective grammars. Rather, this in-formation should be accessed as it is required, to serve the languagefocus of the particular unit being taught. For instance, when work-ing on Unit Two in this book, it would be advisable to refer to The Genre of Explaining in the Resource Book for detailed informationon the characteristics of the structure and language features of thatparticular genre. Where the units deal with specific generic andgrammatical features, we have attempted to provide the appropriatereferences in the Resource Book. In other words, the ResourceBook is a necessary companion when planning and programming  work based on any of the units.The pedagogy that informs this and the other KLA Books, is basedon the Teaching/Learning Processes outlined in Part Four of the Re-source Book (see Teaching/Learning Processes Diagram opposite). Inessence, this is a developmental pedagogy which aims to move stu-dents from the concrete/commonsense world of experience to the ab-stract/technical domain of knowledge. An underlying premise to thisapproach is that effective learning processes are mediated and acceler-ated by a conscious control of literacy. The units in this book delib-erately aim to assist students to ‘crack the codes’ of literacy and makeconscious connections between knowledge (particularly those formsvalued by our culture) and language forms, structures and featuresrelevant to the way knowledge is organised.The approach to the language of mathematics used in this book at-tempts to build on recent curriculum and syllabus iniatives in thisKLA that recognise the relationship between language and maths.Here, we take the next step and attempt to specify that relationshipin terms of the interconnectednesss of mathematical processes andlanguage processes (genres). The assumption here is that by mak-ing the language processes conscious, students will be able to artic-ulate the mathematical processes. In particular we would want toformally extend language in the mathematics classroom beyond thespoken genres of recounting or reporting back concrete experiences. How To Use This Book 
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