Writing a Mathematics Community: A Pen Pal Inquiry Project

Autor/inn/en	Norton-Meier, Lori; Drake, Corey; Tidwell, Mary
Titel	Writing a Mathematics Community: A Pen Pal Inquiry Project
Quelle	In: Language Arts, 86 (2009) 4, S.245-256 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Elementary School Students; Grade 2; Preservice Teachers; Elementary School Teachers; Teacher Educators; Letters (Correspondence); College Students; Relevance (Education); Elementary School Mathematics; Literacy; Integrated Curriculum; Communities of Practice; Classrooms + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Brief; Collegestudent; Relevance; Relevanz; Elementare Mathematik; Schulmathematik; Alphabetisierung; Schreib- und Lesefähigkeit; Community; Classroom; Klassenraum
Abstract	Elementary school classrooms and preservice teachers rarely perceive math as a form of communication or as a foundation for community. Instead, it often takes the shape of numbered problems with very specific answers compiled into textbooks and worksheets. In an effort to make connections between literacy and mathematics for preservice teachers, the authors introduced mathematics into a developing pen pal relationship between preservice teachers and a group of second-graders in a neighboring county. In this article, the authors use the pen pal letters, the participants' reflections, and the author's own field notes as data to support their claim that this integration of mathematics into a literacy activity created a space where a unique inquiry community developed--one that crossed boundaries of age, context, physical space, and, most important for this project, content areas. (Contains 5 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10