The Incorporation of Reading and Writing in the Middle Grades Math Classroom
Author
Smith, Mary Allison
Abstract
Through observations during my training in teacher education, I have noticed a general student distaste, accompanied by lower achievement, in mathematics word problems. Among closer investigation, I noticed that this phenomenon was only a portion of a more general lack in achievement involving mathematical literacy. As a student-teacher, I decided to explore solutions to this problem, in hopes of identifying a strategic way to incorporate mathematical literacy into my lessons.
By planning a full year of the math curriculum, I have identified what I feel to be an appropriate balance of activities involving mathematical literacy. The product of this exploration is a portfolio of lessons that stresses mathematical literacy throughout every standard of the curriculum. This portfolio is accompanied by a written analysis of my initial research, my proposal of four general strategies for incorporating mathematical literacy into the curriculum, and the rationale for the choices that I made in my lesson planning.
Subject
Date
2015-03-23
Citation:
APA:
Smith, Mary Allison.
(March 2015).
The Incorporation of Reading and Writing in the Middle Grades Math Classroom
(Honors Thesis, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/4866.)
MLA:
Smith, Mary Allison.
The Incorporation of Reading and Writing in the Middle Grades Math Classroom.
Honors Thesis. East Carolina University,
March 2015. The Scholarship.
http://hdl.handle.net/10342/4866.
November 29, 2023.
Chicago:
Smith, Mary Allison,
“The Incorporation of Reading and Writing in the Middle Grades Math Classroom”
(Honors Thesis., East Carolina University,
March 2015).
AMA:
Smith, Mary Allison.
The Incorporation of Reading and Writing in the Middle Grades Math Classroom
[Honors Thesis]. Greenville, NC: East Carolina University;
March 2015.