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dc.contributor.authorSliwa, Elizabeth M.
dc.date.accessioned2013-11-12T19:01:41Z
dc.date.available2013-11-12T19:01:41Z
dc.date.issued12/11/2013
dc.identifier.urihttp://hdl.handle.net/1951/63053
dc.description.abstractIn this Master’s thesis project, empirical studies regarding the use of children’s literature and literacy strategies to teach mathematics are researched. The impacts on mathematical comprehension are discussed and include: An increase in motivation, an increase in achievement, and increase in early numeracy, and an increase in interest of mathematics. The studies researched include findings on how using children’s literature to teach mathematics can increase their motivation for learning and increase their interest in mathematics. Studies about using literacy strategies to teach mathematics include information on how activating prior knowledge, direct vocabulary instruction, and inferencing can have a positive impact on students’ mathematical comprehension. A series of professional development workshops are prepared from the findings from the literature review. The workshop consists of small group and whole group discussions on ways to use children’s literature and literacy strategies to teach mathematics in elementary classrooms.en_US
dc.language.isoen_USen_US
dc.subjectLiteracy.en_US
dc.subjectMathematics teachers -- Training of.en_US
dc.subjectLiterature -- Study and teaching.en_US
dc.subjectChildren's literature.en_US
dc.titleImpacts of authentic children's literature and literacy strategies on teaching mathematical comprehension in elementary grades.en_US
dc.typeThesisen_US


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