Integrated Cross-Curricular Instruction: Using Literacy-Based Approaches in a Mathematics Classroom

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-9 - Experiments to Improve Mathematics Teaching and Learning in Pre-K to Grade 2 Classrooms

Abstract

The purpose of this study, which is one component of a larger study, was to investigate if adapting literacy-based approaches, specifically picture books, for use in mathematics instruction could meet the demands of effective mathematics instruction for economically-, culturally-, and linguistically-minoritized (ECLM) students in the primary grades. Using a quasi-experimental design, 136 primary grade students engaged in either literacy-based approaches during mathematics instruction or followed the district mathematics curriculum that did not include a literacy-based component. Results indicate that literacy-based approaches using picture books is an effective pedagogical strategy to increase the mathematical achievement of ECLM first and second grade students as measured by standardized assessments. For ECLM Kindergartners, it was an effective pedagogical strategy as measured by curriculum assessments.

Authors

• Jessica Stone, Western Washington University

• Ann M. Bennett, Kennesaw State University