Integrating Reading into Mathematics Instruction

Name

Meredith Eby, Georgia Southern UniversityFollow

Publication Date

2016

Major

Early Childhood Education (B.S.Ed.)

Document Type and Release Option

Thesis (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.

Recommended Citation

Eby, Meredith, "Integrating Reading into Mathematics Instruction" (2016). Honors College Theses. 182.
https://digitalcommons.georgiasouthern.edu/honors-theses/182