ERIC Number: EJ915550
Record Type: Journal
Publication Date: 2010-May
Reference Count: 17
Integrating Literature in Mathematics: A Teaching Technique for Mathematics Teachers
Ruiz, Elsa C.; Thornton, Jenifer Salter; Cuero, Kimberley K.
School Science and Mathematics, v110 n5 p235-237 May 2010
The integration of content areas is not a new concept (Moyer, 2000). Integration is promoted by many teacher educators because of its benefits for learners of all ages and backgrounds (Burns, 2005; Douville, Pugalee, & Wallace, 2003; Pica, 2002). Literacy in general, but reading in particular, is important across the content areas. Mathematics teachers who integrate literature into mathematics recognize that mathematical understanding involves reading and writing. Conversely, mathematical reasoning and problem solving can be found in authentic reading and writing materials (Moyer, 2000). Despite the many benefits of cross-content integration, there exists a great "need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy" (Douville et al., 2003, p. 388). There are numerous opportunities to expound upon and investigate mathematical knowledge and understanding through reading and writing. The challenge is to prepare mathematics teachers to integrate mathematics and literacy in a way that not only promotes students' understandings and appreciation of reading and writing but also deepens mathematical conceptualization.
Descriptors: Mathematics Education, Mathematics Teachers, Pedagogical Content Knowledge, Teaching Methods, Educational Practices, Classroom Techniques, Interdisciplinary Approach, Literature, Mathematics Curriculum, Integrated Curriculum, Teacher Education Curriculum
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A