Abstract/Details

Identifying theoretical foundations for the integration of children's literature and mathematics: Two cases studies


1999 1999

Other formats: Order a copy

Abstract (summary)

Integrating children's literature and mathematics is a popular strategy used by many teachers to meet the Standards for mathematics education as outlined by the National Council of Teachers of Mathematics (NCTM). At this time literature on integrating math and literature focuses on books, lesson ideas and students' responses. What led teachers to decide to integrate these two subjects, and an articulated theoretical grounding for this strategy, is largely absent in current literature.

The purpose of this study is to answer the following questions: How does a teacher come to implement integrating children's literature and mathematics as a strategy for designing mathematics instruction? and Is integrating children's literature and mathematics a teaching strategy that is constructivist and/or brain compatible? Constructivist theory informs us that individuals construct and co-construct knowledge; each of us builds or creates knowledge from our experiences. What we learn is directly related to what we experience and the interplay between old and new experiences; how we make meaning. Brain-based learning theory weaves together knowledge of how the human brain functions and the design of learning experiences that are brain compatible. I chose these two theories in particular to identify connection between practice and theory and because they are widely recognized by educators as grounding for effective educational practice.

To answer the two research questions, I designed two case studies. Each case study focuses on a veteran elementary school teacher in the process of integrating children's literature and mathematics as a strategy for designing mathematics instruction. Primary sources of data for the case studies are interviews with the teachers about their decision-making process, and the observation and analysis of integrated math and literature lessons for theoretical grounding.

Based on the data collected I found that the two teachers who participated in this study each came to integrate children's literature and mathematics through participation in professional development. The integrated children's literature and math lessons I observed and analyzed met the theoretical criteria for constructivism and brain compatible learning. Use of children's literature and the teachers' lesson design are key aspects of theoretically grounding lessons that integrate children's literature and mathematics.

Indexing (details)


Subject
Curricula;
Teaching;
Elementary education
Classification
0727: Curricula
0727: Teaching
0524: Elementary education
Identifier / keyword
Education; Children's literature; Constructivism; Integrated curriculum; Mathematics
Title
Identifying theoretical foundations for the integration of children's literature and mathematics: Two cases studies
Author
Patterson, Deborah Elizabeth
Number of pages
106
Publication year
1999
Degree date
1999
School code
0118
Source
DAI-A 60/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780599529663, 0599529660
Advisor
Rudman, Masha K.
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9950200
ProQuest document ID
304515913
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304515913
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.