Honors College Theses
Publication Date
2016
Major
Early Childhood Education (B.S.Ed.)
Release Option
Open Access
Faculty Mentor
Dr. Yasar Bodur
Abstract
Reading is not often thought of as a topic that affects mathematics, but it is a reality for low-level reader students. The purpose of this qualitative study was to explore how teachers describe the relationship between mathematics and literacy skills, and to explore specific methods mathematics teachers used to accommodate low-level readers in their mathematics instruction. Participants were six teachers from a rural elementary school. Data was collected through recorded interviews and supplemental email questions that were coded. The data gathered showed that teachers use literacy in mathematics classrooms through word problems and mathematics stories. The most common accommodation was pairing low-level reading students together with a higher-level reading student.
Copyright
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Recommended Citation
Eby, Meredith, "Integrating Reading into Mathematics Instruction" (2016). Honors College Theses. 182.
https://digitalcommons.georgiasouthern.edu/honors-theses/182
Included in
Early Childhood Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
