Community Super Investigators (CSI) Club: Mathematics and Literacy in Action

Autor/inn/en	Slayton, Brittany; Velez, Susana Salazar; Jong, Cindy; Perry, Kristen
Titel	Community Super Investigators (CSI) Club: Mathematics and Literacy in Action
Quelle	In: Journal of Mathematics Education at Teachers College, 9 (2018) 2, S.37-43 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Elementary School Students; Grade 4; Grade 5; Youth Clubs; After School Programs; Active Learning; Student Projects; Mathematics Education; Literacy; Mathematics Skills; Learner Engagement; Student Interests; Cooperative Learning; Handheld Devices; Learning Activities; Technology Uses in Education; Mathematics Activities + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Jugendfreizeitstätte; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Aktives Lernen; Schulprojekt; Mathematische Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studieninteresse; Kooperatives Lernen; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper describes an after-school club aimed to engage elementary students in project-based learning by integrating mathematics and literacy connections within a community-based topic. Building on students' backgrounds and interests, researchers created the Community Super Investigators (CSI) Club as part of an after-school program to explore students' questions by using critical mathematics and literacy skills. Fourth and fifth grade students who participated in the CSI Club chose the topic of improving the lives of homeless animals in the community. The students' main goals were to promote the adoption of animals and lead a donation drive for the local humane society. Students were engaged because it was a topic of their interest, they had choices, and they had the opportunity to collaborate on authentic tasks. Mathematics and literacy connections were made by using iPads to research questions, documenting data and reflecting in journals, and making the content relevant with the community connection. Recommendations for improving after-school club experiences and making the content more critical are also provided. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01