Collaborating to Cross the Mathematics–Literacy Divide: An Annotated Bibliography of Literacy Strategies for Mathematics Classrooms

Abstract

This article offers recommendations for literacy and mathematics leaders as they design and implement effective professional development and support for middle and secondary mathematics teachers to integrate literacy into their instruction. To cross the mathematics<en>literacy divide, the authors provide an annotated bibliography of articles detailing the effective use of literacy strategies for mathematics instruction. The article closes with a discussion of the characteristics of these articles and list of suggestions for greater collaboration between literacy and mathematics leaders to support the instructional practices of mathematics teachers.