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ERIC Number: EJ810518
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1938-8071
Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis
Siebert, Daniel; Jo Draper, Roni
Literacy Research and Instruction, v47 n4 p229-245 2008
Much has been written to convince content-area teachers to include literacy instruction as part of their regular content instruction. The purpose of this study was to determine how the messages available in the literature are framed and how they might be viewed by content-area teachers, especially mathematics teachers. The analysis revealed that messages available to content-area teachers about literacy neglect, deemphasize, or misrepresent mathematics and/or mathematics education. These findings may help explain why content-area teachers, particularly mathematics teachers, resist ideas related to content-area literacy instruction. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A