K–2 Mathematicians and Writers: Professional Learning Communities for Conceptual Understanding and Early Literacy Development

• In Event: Math as Language

Abstract

The purpose of this study was to examine a yearlong professional development program integrating mathematics instruction for conceptual learning with children’s literature, use of manipulatives, and writing in primary classrooms. Researchers gathered evidence from workshops, collaborative lessons, classroom observations, and surveys of K-2 teachers in four elementary schools in a rural school district. Data provided insights into teacher change during a collaborative process, teacher leadership, and the benefits of integrating language and literacy in mathematics instruction, particularly for young learners. Researchers report on the benefits and challenges of embedded professional development and the resources that supported teachers in implementing new instructional strategies. Further research questions and professional development opportunities in integrating mathematics and early literacy are suggested and explored.
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Authors

• Sandra M. Webb, The University of North Carolina at Greensboro

• Angel Rowe Abney, Georgia College & State University

• Doris Santarone, Georgia College & State University