Strategies for Developing Critical Reading

I enjoyed reading this chapter because I felt like I learned effective ways to get students to be critical of what they read. I really like the Polar Opposite strategy because there is no right or wrong answer, but students must support their reasoning behind their choice. However, I do not really see how this could be easily incorporated into a math class. Maybe I could have my students look at a student's work and have a Polar Opposite where "algebraically" and "geometrically" were my words. They would have to place where the student's approach lies on this range. 

Opinion-proofs are great for developing students' skills in showing support for their opinions. Again, there are no right or wrong answers if something is a true opinion. The reasoning fallacies on page 161 should be stressed when having students defend their answers, and I may even print them out and post them for the students to constantly see. There are multiple pathways that can be used to reach the correct answer in math, so having opinion-proofs can get students thinking about what the "best" way is to solve a problem. Other people may think better algebraically than numerically, but they should defend their reasoning when explaining their answer.

The Phony Document strategy reminds me of the Centaur display in the library on campus. I think math problems could be easily set up in a phony document, and students would have to read critically for the mistake in the reasoning shown. For example, all of the math interns have seen the famous "1=0" problem that "proves" that 1 is equal to 0. However, there is a flaw in the math that many people overlook. This strategy lends itself best to math, in my opinion, because students have to really read analytically in order to identify the flaw.