Bringing Disciplinary Literacy to Life in the Mathematics Classroom

  By Cherron Ramsey

In the world of education, disciplinary literacy is transforming how we teach and learn mathematics. But what does this term really mean? As stated in the Essential Practices for Literacy Instruction in the Secondary Mathematics Classroom document, disciplinary literacy in mathematics involves "intentional, research-supported strategies to motivate, engage, and support students in reading, writing, speaking, and listening within the mathematical context."

Picture a secondary math classroom where students are not merely passive recipients of information but active participants in their learning journey. Here, students engage with complex, relevant mathematical tasks that inspire inquiry, discussion, investigation, and analysis. Instead of wondering, "When will I ever use this?" they see the real-world applications of what they are learning, making the content meaningful and engaging.

One remarkable initiative bringing this vision to life is the Tri-County Culturally Responsive Mathematics Teaching (CRMT) Institute. This collaborative effort involves Oakland Schools, Washtenaw ISD, and Wayne County RESA, aiming to make mathematics culturally relevant and engaging for all students. Through this project, teachers across three counties—and beyond—learn how to involve students in meaningful mathematical experiences.

A standout program within the CRMT Institute is the Meaningful Mathematics and STEM Showcase. This initiative encourages students to explore real-world issues within their schools, communities, or the larger world, identifying the role of mathematics in these situations. They then use mathematical concepts to find solutions or raise awareness about these issues.

These student projects are framed around Dr. Gholdy Muhammad’s five pursuits: identity, skills, intellect, criticality, and joy. Imagine students experiencing joy in the math classroom! This initiative aims to make that a reality by fostering a sense of belonging and competence among students.

At the Meaningful Mathematics and STEM Showcase, students present their findings using various formats such as tri-fold posters, video/media presentations, and models/diagrams. It’s inspiring to see students proudly share their work and, discussing how math relates to issues they are passionate about with peers, teachers, and community members.

Through this process, students authentically engage in disciplinary literacy in mathematics. They research relevant issues, read and analyze texts, and communicate their findings in diverse ways. This approach not only deepens their understanding of mathematics but also helps them develop a sense of belonging and see themselves as capable mathematicians.

The need for such meaningful learning experiences is clear. What started three years ago with about 200 students has now grown to nearly 600 participants. This significant increase highlights the growing demand and success of integrating disciplinary literacy into mathematics classrooms.

By bringing disciplinary literacy to life, we can transform mathematics education, making it a more engaging, relevant, and joyful experience for all students. The Tri-County CRMT Institute and its Meaningful Mathematics and STEM Showcase are leading the way, proving that when students see the value of what they are learning, they become more motivated, engaged, and successful learners.