Examining The Connections Between Elementary Mathematics and Literacy

Maria Franquiz joins Kevin Dykema and Latrenda Knighten to discuss why it's crucial for educators to emphasize both math and literacy skills in the early grades, and how this collaboration can help integrate mathematics, language arts, and culture to engage elementary learners. Get more on this topic at the upcoming joint conference for elementary literacy and mathematics, hosted by the National Council of Teachers of Mathematics and the National Council of Teachers of English. 

Transcript

SPEAKERS

Maria Franquiz, Kevin Dykema, Latrenda Knighten

Latrenda Knighten  00:00

Hi, I'm NCTM president elect. Welcome to the latest episode of adding it all up.

Kevin Dykema  00:06

Thanks Latrenda and I'm Kevin Dykema, I have the pleasure of being the current NCTM. President, we have a wonderful show, or today. I'm so excited about this new venture between the National Council of Teachers of Mathematics and the National Council of Teachers of English, to focus on engaging our elementary learners in integrating mathematics, language arts and culture look trendy. Let's before we dive into some of these other questions, let's talk about why did why did this come about? Why do we think this is such an important thing? How is this going to better meet the needs of all of our elementary classroom teachers? Thanks,

Latrenda Knighten  00:42

Kevin. And I also like to tell you that joining us today for this important conversation is Maria Frank was from the University of Texas at Austin. Maria is my co chair for the new NCTE NCTM joint conference for elementary literacy and mathematics taking place, June 17, to 19th in New Orleans, Louisiana. And to answer Kevin's question of why this is important, it's important because our members, our elementary members have been asking me for a long time to have an opportunity to join their two favorite subjects. Yes, we can say were the two favorite subjects, literacy and mathematics. And they've been wanting to have an opportunity to collaborate and join. So that's part of the reason why we're having this wonderful event, and why it's important. Yeah,

Kevin Dykema  01:36

I'm so excited for this, because I think it's gonna serve the members. Well, we know that and elementary, our elementary colleagues are teaching everything, and what a great opportunity to go and not only hear something such as about math, some sessions about literacy, but also some sessions that combine the two content areas. And I'm so excited to come and learn. As a middle school teacher, I know there are not sessions that are geared for me. But I am so excited to learn more about this area of K five math and K five literacy and how to intertwine the two. And I know that I'll be able to take some of those ideas and apply it back into my own classroom as an eighth grade math teacher. So let's let's get Maria to introduce herself for a moment as well. And then we'll dive into some questions. So Maria, I know that trying to give a quick introduction of you if you want to just talk very briefly about who you are, and what is your passion area. Great. 

Maria Franquiz  02:29

Thank you, Kevin. I have started as an elementary, actually a preschool teacher. And I've been now away from the direct classroom experience to training teachers who want to teach it both in preschool and elementary school. I'm also interested in multilingual learners. So I also teach K 12 teachers who would like to be more influential with English as a second language learners. So it's been a beautiful career of the classroom experience, and then taking it into becoming a teacher educator. I love what I do. And I am so excited that we're getting teachers from literacy as well as mathematics together to share their ideas at the conference. Fantastic. 

Kevin Dykema  03:24

And thank you both to Maria and lead trenta for CO chairing the program committee for this first ever venture and what an exciting opportunity this is. So let's dive in and talk a little bit more about the conference. With trend I'll I'll direct this first question towards you. And then Ray, feel free to jump in after the trend has done if you if there's anything that you want to add to the to the conversation. So let's try to when I think about this conference, how do you see the conference and the LM the showcasing the elements of both math and literacy blending those two, to help have a comprehensive learning experience?

Latrenda Knighten  04:01

Well, one of the things that we think about is we know that students have to be able to read, write, listen, and speak and discuss in the mathematics classroom. So what a wonderful opportunity for us to think about what are those qualities? What are those strategies? What are those thought processes that we use in our literacy component of the curriculum? And how can we transfer that knowledge into what students are doing and mathematics as well. One of the other reasons is, you know, as much as we experience it, and I say some of our students, I should say experienced this in school, where you have this is the time but from nine to 10 It's only reading and from 1032 1130 is only math. That does not happen in the real world. Things don't happen in isolation. So this gives us an opportunity to help our educators see So how do we integrate things to make it more relevant to make it more engaging, and really to make it more like what happens in the real world for students, so we want students to be able to utilize all of their skills, all of their talents, in multi ways across the disciplines. So this gives us an opportunity to help our teachers with those strategies, but also to enhance what they're already doing, and have them share ideas with each other as well.

Maria Franquiz  05:29

I totally agree with you Latrenda. And I am thinking of the early early experiences, if three and four year olds and as they go through the grades, the classroom is set up, the whole material culture of the classroom is set up with dress up if you needed a quiet corner with lots of books, if you needed manipulatives, when you feel that you want to move and think about numeracy. So I think through the years, what is outside the classroom needs to be brought into the classroom appropriate to the age. So I'm excited about how do teachers do this? Because they're in charge of all the introduction of all the disciplines. So I'm really excited for this opportunity to share what works for you. How do you change it across time? If you go to another grade level? What do you recommend? So I'm really looking forward to that exchange. 

Kevin Dykema  06:32

Me too. Let's, let's dig a little bit deeper into into that. So Maria, we'll start with this time with you. And then we'll try to if you want to jump in after that, you know, we've talked about it's important, but why why do you think it's so crucial that elementary teachers in this case, really have the skill set to emphasize both math and literacy skills and early grades? And what things as the two of you put the program together? What things did you do to consider in making those selections? And how does this crucial aspect of needing both math and literacy? How is that going to be reflected in the program? I

Maria Franquiz  07:04

think that children themselves, when they come into the classroom don't separate the way that we do standards for literacy standards for writing standards for numeracy, they're just curious, they want to learn, they want to build on learning from outside the classroom inside the classroom. So for me, successful places that really can show how we're building on parent knowledge, we're building on community knowledge, sometimes to really better the world for ourselves and for others. Content is not separated from that goal of being a better person, acquiring knowledge that we separated into assessment of literacy or assessment of math. Yes, we're responsible to do that. But we can do that in a more holistic way. And that's what's I think, exciting about bringing teachers that have different expertise, although I would argue that elementary teachers over the years develop more than just one disciplinary area in in expertise, because they're responsible for the entire curriculum. And I want to know what the challenges are, and share, you know, my successes and, and challenges. And then oh, I never thought of doing it this way. So I look forward to that kind of exchange and to build on this common ground of cross disciplinary learning.

Kevin Dykema  08:39

Thanks, Maria. Look, trying back. Is there anything you want to add to Maria's thoughts?

Latrenda Knighten  08:44

Just a little I love how Maria so eloquently Express, you know why it's so important that we do this in the early grades. And one thing that I just want to share that I often remind my teachers, and Maria alluded to this when she talked about were the stepping stones were the beginning. So many times I think teachers forget that we're sometimes the first formal teacher, and I say the first formal teacher because we know that the caregiver is the first teacher, but because sometimes this is the first introduction to a formal school setting. Actually, in elementary, we laid the foundation for that later learning. So the things that students are learning in pre K kinder and first grade, these are the building blocks. So what they're going to do as they move up along the progressions, and students are exploring algebraic thinking, to actually being enrolled in a formal Algebra class. And so we want to make sure that our first formal teachers or students have an opportunity to collaborate to network and think about how can I fine tune what I do to lay those building blocks to lay that foundation Then for future learning for students, which is really was going to travel with them throughout their lives. So we really want to give them a really strong foundation, the students as well as the educators who support them. Thank you. Thanks.

Kevin Dykema  10:14

So this is so exciting just to think about the integration of these two and why it's so important. And we've really focused our conversation so far, a little bit on the importance of it, I want to shift our conversation a little bit. And for a couple minutes, just talk about a couple of the highlights couple of the key features of the program, and the conference. And then we'll come back and talk a little bit more in general about why this is so important. So Maria, we'll we'll start with you for this one, you know, as the as the program co chair, what are what's one of your big hopes that attendees are going to walk away with from their experience at this conference.

Maria Franquiz  10:47

What's very exciting is that the proposals that came in, and the ones that were selected to present it, the conference offers so much whether you're you live in California, or you live in Alabama, or you live in Ohio, it was just impressive to see that teachers will come from all sections of the country to share their learning together, our hope, my hope is that that will be a very creative space. And from the workshops, we read together, and from the panels, and the bursts that are going to be shared of new knowledge for the session participants. I'm very excited that it will generate such excitement and enthusiasm about teaching that we want to do it again. And we're at a time where that is so necessary. The last few years have been so intensely difficult for teachers across the nation. And to know that across the nation, they're coming together to share their best thinking is extremely exciting. And I think we'll foment a lot of hope and aspirations to work together to a better future in elementary education.

Kevin Dykema  12:08

Thanks, let's turn to what's one of your big hopes that attendees are going to walk away from the conference experiencing?

Latrenda Knighten  12:14

Well, what a common theme, you probably have noticed from listening to Maria and I, we've been talking a lot about the collaboration and the sharing of ideas. So to facilitate that process, one of the things we'll have are some formal opportunities for networking lounges of networking receptions, for teachers. And so I'm hoping that those educators will find here's my friend who's in California, and I'm here in Louisiana, I'm going to find someone that I can network with. So here's a thought partner, because if we didn't know it before, we all learn from the pandemic times how vital it is, and how easy it is for us to collaborate with people just from anywhere from all over. And so hoping that our teachers will take advantage of those opportunities, and embrace themselves and those networking receptions. And really take what happens in a common session, take it to another level. And you know, find someone who has some similarities, some differences or ideas you want to learn more about, and take advantage of that. And also to visit the exhibit hall where they can learn about new and innovative ideas, and possibly even you know, find some new materials to utilize in their classrooms to enhance what they're currently doing in their current practice. Things like that, I think are going to be some of the highlights that teachers are going to talk about after this experience.

Kevin Dykema  13:52

I think so too. I love that idea. Then the networking events from there. Maria, are there any other highlights big events that you want to and you want to bring forth to the conversation here?

Maria Franquiz  14:03

Well, I just loved the trenders use of network lounge, it just makes it so warm and comfy and makes me think about what elementary teachers try and do a little corner that you need to go to sometimes you know what you can be cozy with a book or you can be cozy as you're curious lead manipulating to learn what you can create with yourself or inviting a person or two to be with you. So I love that idea, you know to do what we really do in our own classrooms. It just is a beautiful image. Part of reading and part of math is being able to imagine and to create as well as to learn what is unnecessary, the grounding that's necessary, but to really emulate what we try for gets mind to do in our own conference. It's just in such a warm and fuzzy feeling for me right now. Actually,

Kevin Dykema  15:07

it's clear that the two of you put a lot of thought into how can we create a conference experience? What can we do with a program to really help both disciplines to come together, find those networking events, creates those atmospheres that we want our elementary teachers to be creating in their own classrooms. This question go to get the one of you, is there any other big key ideas about the conference that led you want to raise up anything that I've missed with asking about the conference?

Maria Franquiz  15:35

I think the only thing I could add is that we are interested in what's beyond the classroom walls? How can we give outside the classroom walls? And how can we receive? In other words, how can that in between space between classrooms and community be bridged better in the teaching of mathematics and in English language arts?

Latrenda Knighten  15:59

Thank you, Maria, for saying that. We're and actually, that was a perfect segue, because for our conference, our two committees work together will the joint committee work together and created a set of strands and actually beyond the classroom walls was one of our strands. And what we mean by that is that those people who were proposing speaker proposals could choose one of those ideas that they want to speak about. And there were several people who were inspired by that idea. So I hope that if you're listening to this podcast, you're making plans to attend this conference. And you take advantage of those sessions, where people actually show you how to make those connections, or what happens beyond the walls of the classroom. And if I could share one more little teaser for you guys, because I know you're going to want to know about this. A lot of you know that NCTE and NCTM, both sponsored the magical awards, and the magical awards, award, an award to those outstanding literature books that also feature mathematics, and it's in a real life real world context. So it's the 10th anniversary of magical, so you're going to see some celebrations for that 10th anniversary, and where else would you celebrate, other than New Orleans, Louisiana, because we know how to celebrate things really well. And I'll tell you a little bit about one of our keynote speakers, we're going to have several keynote sessions. And so many of you are probably familiar with Danica McKellar, I watched her as a child actor in The Wonder Years. But some of you know of her work as a mathematician. Once she grew up and became an adult. And she went to college, she actually pursued a degree in mathematics. And now she has a PhD in mathematics. And then she became an author. And she primarily writes books that feature mathematics, she started out by doing a series for young adults. So really talking about why math is important, and encouraging students, primarily girls and others, students who represent marginalized populations, about the importance of mathematics and what it looks like in the real world. And now she's writing books for our younger students. And that's one of the books that was awarded a mathematical prize. So not a lot of people will look forward to hearing her talk about how math has inspired her, you know, throughout her life and throughout her career, and things like that, and look forward to a couple of other keynote speakers who happen to be also mythical authors will talk about their wonderful books, and things like that. So I think it's just gonna be a wonderful opportunity to see all the surprises we have in store for you.

Kevin Dykema  18:56

Wow, thanks, Maria. And let's find out I was looking forward to the conference before hearing you talk more about it. But now hearing you're talking about, you know, your goals for some of the key features, I'm even more excited. I wish it was next week instead of next month. I want to shoot your composition now back away from just talk about the conference, because not all educators are going to have the opportunity to go to the conference. And I want to shift the conversation back to a little bit more about you know, just teaching in general with math and literacy. So Maria will start out with with you for this next one. What advice would you give educators looking to enhance their approach to teaching math and literacy in those early grades?

Maria Franquiz  19:37

The early grades for me is easier to showcase how a teacher, for instance, teaches through a theme because you can include math and you can also include reading you can include writing when you have an important theme in the community. But to expand beyond that to be even more inclusive. From outside the classroom walls, bringing in experts into the classroom as an example of people who actually use math every day, or people will actually use literacy every day is something that in the early grades is exciting, particularly if it happens to be the types of careers that little children understand. We hope they'll be secondary teachers there too, because a teacher is not about a content, a teacher is about teaching, whatever the the audience may be hungry for. In some areas are more comfortable, and other areas are less comfortable. But in the early grades, we go there, and I would like through the grades for teachers to extend their identity, whether they're a math teacher, or a literacy teacher with good ideas that they might get from teachers who have successful experiences in their classrooms and share them. So my hope is that whether it's early grades, or later grades at that expanded identity of teaching is made available to all

Kevin Dykema  21:15

thanks, let's try to do you have any advice for educators looking to better enhance their approach to teaching math and literacy at those early grades?

Latrenda Knighten  21:23

I can think of just only one thing to add to that know something I was reaching way back to remember my early teaching years as a kindergarten teacher. And one of the things I learned to do was to involve my students in like, if we were having a new topic we were going to explore. So we actually would start with, let's telling them, we're going to learn about, you know, apples or something like that. And so what are some things you can think about? So listening to some of the ideas that they said, a lot of times, they gave me ideas of where to go next. And they gave me ideas of how to use some activities in math, to enhance their idea about that topic? How could I use literacy to do that? How could they write about it? And then can we even look at science and social studies, you know, things like that. So sometimes just having those brainstorming discussions with your students will spark some ideas. And it also will remind them that it happens, as Maria said, it happens in everyday life, all the time. And it just happens in the careers are interested in just the activities they engage in on a regular basis. So that was helpful for me, as a beginning teacher to think about a topic and just get some ideas from my students. If I wanted to see how could I do that more thematic teaching approach that helped me as an early career teacher,

Kevin Dykema  22:59

thanks for trying to for sharing that story of early career for you in the in the early grades, and bless you and bless Maria, both for starting out in kindergarten and preschool, two skill sets that I don't think I would be able to have the patience to do that. Give me my eighth graders any day of the week, I want to wrap up this conversation with probably one last question here. And then we'll get a chance to respond as well. So we'll turn to we'll start with with you for this last question. How does incorporating math concepts into literacy activities and literacy concepts into math activities? How is that though, especially powerful for our youngest learners.

Latrenda Knighten  23:37

So one of the things we know from working with young children, and really all, all learners, it's important for students to be able to make connections. And we talked about making connections, we talked about making connections to the real world, making connections to the context that they're having those activities in, but also connecting things that they're doing from one content area to the other one topic to the next. And we know that when students can make those connections, they actually begin to form their own building blocks. So they have foundational knowledge on one thing, and then they can use something else that they're learning about, and make connections between those two ideas. And then that's where you have an opportunity to increase that stick to witness where students actually began to learn those concepts because they've internalized them. And so it really gives students an opportunity to make sense of their learning. And I feel as f1 students have an opportunity to see how those things are intertwined. They really begin to see that what happens in school is relevant, is meaningful. So it's not As this place I go for most of my day, I do meaningless things, these are will activities. These are real topics that actually occur outside of the school setting, I can make connections and I can build on those. And then I can use it to apply to things around with me. So we're really building our students as lifelong learners. But we're really helping them to make those connections so that they really can make sense of the things that they're learning about. Things

Kevin Dykema  25:32

like Tinder, Maria, anything you want to add to that conversation.

Maria Franquiz  25:36

I love the trends is explanation of how connections work for kids. And it adds that holistic element, that I am part of the world, the world is part of me. And in that world, I use different kinds of knowledge to understand problems and to solve problems. That holistic view is easier to hang on to when education is not departmentalized. Like a trend to hit said earlier an hour we do reading. And then the next hour we do math, next 45 minutes social studies. When life isn't really that big, it's interconnected holistically. So those experiences must also help students to remember their place, and the ways they can participate in the world. And then bring back that knowledge as they try it out. What else do I need next? In order to keep building wrong, this knowledge, those connections in and out of the classroom are critical connections between one discipline and another discipline, reinforcing that I love to reinforce what we learn in numeracy into my writing class, for instance, so that I can express my learning. That's why we also have word problems, but you have to manipulate it sometimes to be able to write about it. So I totally agree. Our job is really interconnectedness across the disciplines and across each other.

Kevin Dykema  27:14

Well, thank you, Maria, and lead to Brenda for sharing your thoughts today. Thank you, especially for being the program co chairs for this very exciting event. Thanks, Maria, for joining us today as our guest. Thanks again, the trend for wearing two hats, both as a guest and as my co host. Thanks, Kevin.

Maria Franquiz  27:33

I want to thank you both. This is a wonderful way in order to communicate the wonderful effort that we're making together for this first conference in New Orleans.

Latrenda Knighten  27:45

And as we wrap up today's session, I really want to invite our audience to join us again next month for the latest episode of adding it all up. And hopefully we all of us and we'll see you in person in June in New Orleans at the conference.