College+Level

1. Why is it important to bridge family literacy with school literacy? Teacher candidates have a wide range of home experiences with mathematical literacy, and these need to be the entry point to develop a community of mathematical practice in the classroom with me. One question may be "where is home" what counts....? This is where they are starting from; however, the purpose of the class is two fold, and the second reason is to emphasize to teacher candidates that this is what they need to do with their own students.

2. In what ways do classroom activities mirror family literacy practices? I think the classroom mathematical literacies are usually very different from family literacy practices. Occasionally a good problem emerges, which mirrors a question that someone may ask at home. ny shed problem, or the fencing task is a good example of this.

3. In what ways do classroom activities not mirror family literacy practices? But most often mathematics is engaged with after it has left the real world, and it therefore resides in pieces of chalk on boards, or in pens on whiteboards.

4. In what ways do I suggest my students become aware of the importance of learning about family literacy practices?

I don't

5. What stands in the way of students becoming motivated to read and write beyond homework? One issue is the disconnect that I have written about here.

6. What new thinking is surfacing? I need to specifically articulate this point, providing teacher candidates with an opportunity to make the connection that is obvious to me. I need to consider a way to do this.