K-2 Mathematicians & Writers: Professional Learning Communities for Developing Conceptual Understanding

Authors

Doris Santarone, Georgia CollegeFollow
Angel R. Abney, Georgia College and State UniversityFollow
Sandra M. Webb, The University of North Carolina at GreensboroFollow

Document Type

Article

Publication Date

2019

Abstract

National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. In addition, we observed that there were cases of teacher misconceptions. We feel these misconceptions contributed to the lack of connectedness in some of the lessons.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Santarone, Doris; Abney, Angel R.; and Webb, Sandra M. (2019) "K-2 Mathematicians & Writers: Professional Learning Communities for Developing Conceptual Understanding," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 13: Iss. 1, Article 4.
DOI: 10.20429/gamte.2019.130104
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol13/iss1/4