005 |
|
20021212073325.5 |
020 |
|
|a0591456370
|
035 |
|
|aAAI9735734
|
035 |
|
|a(UnM)AAI9735734
|
040 |
|
|aTWNTU|cTWNTU|dTWNTU
|
095 |
|
|aNTTTCL|bG|cE012693|d378.242|eL787|pBOOK|fFENG|zBOOK|m0|tDDC
|
095 |
|
|aNTTTCL|bN|cN007715|d008|pNR|fFENG|zNR|m0|tDDC
|
100 |
1
|
|aNolan, E. Katherine.
|
245 |
10
|
|aTeachers' perceptions of the use of children's literature to create context for mathematics instruction /|cE. Katherine Nolan.
|
260 |
|
|aAnn Arbor, MI :|bUMI,|c1997.
|
300 |
|
|avii, 167 p. :|bill ;|c22 cm.
|
500 |
|
|aSource: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2080.
|
500 |
|
|aCo-Chairpersons: Fran D. Perkins; Dennis Sunal.
|
502 |
|
|aThesis (Ph.D.)--The University of Alabama, 1997.
|
504 |
|
|aIncludes bibliographical references (p. 136-150).
|
520 |
|
|aThe use of children's literature as an integrative agent has become popular in the elementary classroom. Curriculum integration using literature is rooted in the belief that sources of curriculum should be problems, issues, and concerns which are posed by life itself. Literature can provide children with vicarious experiences that can not be replicated in the classroom.
|
520 |
|
|aThe purpose of this qualitative study was to interpret and describe how three elementary teachers use literature to approach integration in the mathematics classroom. Further concerns include (a) how teachers choose the content to be taught, (b) how they facilitate the mathematical connections to be made, and (c) how they protect the integrity of the mathematics content.
|
520 |
|
|aElementary teachers who used literature as an integrative agent were selected by means of reputational and purposeful case sampling. The primary research instruments were classroom observations and face-to-face interviews. An interview guide consisting of open-ended questions was used to focus and elicit information from the participants.
|
520 |
|
|aAnalysis of the data revealed four major themes common to the case studies: interests, curriculum choices, teacher knowledge, and constraints. Two themes, evident in two of the case studies, were pulling it out and mathematics "comfort zone."
|
520 |
|
|aSeveral conclusions add to the existing knowledge base on integrated instruction. First, the ability to choose appropriate literature and the mathematical content of the literature depended on the teachers' content knowledge in literature and mathematics. Second, curricular choices reflected the state and county objectives and the content of the mathematics textbook. Third, mathematical connections were dependent on teachers' resource books and teachers' manuals. Finally, the integrity of the mathematics content was protected by virtue of the state, county, and textbook objectives. Understanding and knowledge of what occurs through the implementation process can enable administration, staff development, and teacher education programs to facilitate and nurture the growth of inservice and preservice teachers. Further research is needed to (a) evaluate the effectiveness of using literature as an integrative agent, (b) identify elements that make integration effective, and (c) to delineate a framework for teacher training.
|
590 |
|
|aSchool code: 0004.
|
650 |
4
|
|aEducation, Elementary.
|
650 |
4
|
|aEducation, Mathematics.
|
650 |
4
|
|aEducation, Curriculum and Instruction.
|
650 |
4
|
|aLibrary Science.
|
690 |
|
|a0524
|
690 |
|
|a0280
|
690 |
|
|a0727
|
690 |
|
|a0399
|
710 |
20
|
|aThe University of Alabama.
|
773 |
0
|
|tDissertation Abstracts International|g58-06A.
|
790 |
10
|
|aPerkins, Fran D.,|eadvisor
|
790 |
10
|
|aSunal, Dennis,|eadvisor
|
790 |
|
|a0004
|
791 |
|
|aPh.D.
|
792 |
|
|a1997
|
809 |
|
|d378.242|eL787|tDDC|pBOOK
|
856 |
40
|
|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9735734
|