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Direct linkWilson, Rachel; Bradbury, Leslie – Science and Children, 2019
To become scientifically literate, students need to interpret science concepts using numbers, text, and visuals (Lemke 2004). Scientists use multiple modes to communicate their ideas to each other and the public, including images, text, mathematical notations, symbols, diagrams, charts, and graphs. Several of the science and engineering practices…
Descriptors: Science Instruction, Teaching Methods, Interdisciplinary Approach, Scientific Literacy
Download full textDisney, Andria; Eisenreich, Heidi – Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 2018
This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics…
Descriptors: Primary Education, Elementary School Students, Mathematics Instruction, English
Peer reviewedStipek, Deborah; Salmon, Julie M.; Givvin, Karen B.; Kazemi, Elham; Saxe, Geoffrey; MacGyvers, Valanne L. – Journal for Research in Mathematics Education, 1998
Discusses convergence between instructional practices suggested by research on achievement motivation and practices promoted in mathematics-instruction reform literature by focusing on fourth- through sixth-grade students (N=624) and their teachers (N=24). Concludes that the instructional practices suggested in the literature of both research…
Descriptors: Cognitive Development, Concept Formation, Educational Change, Fractions
