Our Work

Mathvenndiagram

Mathematics Literacy Model

Aligned with the Common Core State Standards in Mathematics, CTL's Mathematical Literacy Model is based in part on more than a decade of work in content literacy.  We understand the need to support mathematics teachers in developing deep conceptual understanding of mathematics.  CTL has implemented components of the model in several rigorous studies, most recently a five-year randomized control trial conducted in partnership with the Regional Educaiton Laboratory (REL)-Appalachia on blended instruction in Algebra I, and in a three-year Mathematics and Science Partnership in Knott County, Kentucky, in collaboration with the Kentucky Department of Education.

The model is designed to provide opportunities for middle and high school students to develop deeper mathematical understanding through a communication-centered classroom that emphasizes:

  • Multiple representations (NAGS: Number, Algebra, Graphical, Sentence)
  • Academic Dialogue including both student to student and student to teacher discourse
  • Writing in support of mathematical learning
  • Comprehensive approach to use of manipulatives to bridge concrete to abstract/symbolic understanding and support student learning
  • Vocabulary Development

CTL's expertise in professional development shapes the multi-year Mathematical Literacy Model.  Teachers are engaged in deep and significant training on Standards for Mathematical Practice, an integral part of the Common Core State Standards in Mathematics.

Read about CTL's work in mathematics literacy in southern Indiana >

For more information, contact:
Roland O'Daniel
502.895.9500 x323