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# test  Reading Apprenticeship Goals in Mathematics This is a test. Student goals for building knowledge about the discipline of mathematics identify what some of those dispositions look like to a mathematics apprentice reading and doing math (see Box 8.22). For a perspective on the discipline of mathematics as practiced by some relatively young mathematicians, Dorothea Jordan and her grade 7 pre-algebra class illustrate a number of disciplinary goals, which are represented in Classroom Close-up 8.15.  In a mathematics classroom, students learn about the discipline of mathematics and themselves as readers and users of mathematics by way of the following discipline-speciﬁc goals. CONCEPTUAL CATEGORIES* I can identify the purpose for and use diﬀerent areas of math knowledge such as number, algebra, functions, geometry, statistics and probability, and modeling. MATHEMATICAL REASONING I can think interchangeably about a math problem in abstract and quantitative terms. I monitor the reasonableness of the relationship between my abstract and quantitative thinking. MATHEMATICAL REPRESENTATION I can read and represent mathematics with words, formulas, and mathematical symbols. I can read and create diagrams, tables, graphs, and ﬂowcharts for mathematical purposes. MATHEMATICAL LANGUAGE I understand the precise nature of mathematical language and use it to communicate exactly. PROBLEM IDENTIFICATION I can read and identify “the problem” in a math problem. PROBLEM SOLVING I make conjectures about and evaluate alternative approaches to a problem and then monitor the reasonableness of a solution approach as it proceeds. ACCURACY I understand that in mathematics there may be alternate approaches to a solution, but only one correct answer. I check that the ﬁnal solution makes sense and all computation is correct. PATTERN APPLICATION I look for mathematical structures, approaches, and patterns that I can apply to the solution of new problems. MATHEMATICAL IDENTITY I am aware of my evolving identity as a reader and user of mathematics. *These conceptual categories are drawn from the Common Core State Standards for Mathematical Practice.
 From Reading for Understanding, pp 282-284

DMU Timestamp: April 30, 2019 18:47

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