When Children Write Math Stories [electronic resource] / Carol Lauritzen.
From January to May, 1991, an educator/researcher met once a week with two classes of students, one at second grade and the other at sixth, to share mathematical stories. Prior to these sessions all the students in these two classes and also all the other second- and sixth-grade students in the same...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Lauritzen, Carol. | |
| 245 | 1 | 0 | |a When Children Write Math Stories |h [electronic resource] / |c Carol Lauritzen. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED345293. | ||
| 500 | |a ERIC Note: Paper presented at the West Regional Conference of the International Reading Association (Portland, OR, February 27-29, 1992). |5 ericd. | ||
| 520 | |a From January to May, 1991, an educator/researcher met once a week with two classes of students, one at second grade and the other at sixth, to share mathematical stories. Prior to these sessions all the students in these two classes and also all the other second- and sixth-grade students in the same school were asked to write a "math story" based on prompts provided by the educator/researcher. Children wrote a second math story in May. Analyses of these stories indicated that: (1) in January, few second graders and most sixth graders successfully combined math with a narrative structure; (2) students learned to write math stories by participating in reading and listening to math-related stories; (3) the majority of sixth-graders' stories fell into two groups: those that simply used numbers that were generally unrelated to the story, or those that contained "translation" problems--i.e., stories in which something was counted, measured, or sorted, or which involved the use of money or some basic arithmetic; and (4) sixth graders exposed to the weekly sessions wrote a greater variety of stories and wrote more stories that emphasized plot, used mathematics to resolve a conflict, or actually explained a mathematical concept than the rest of the sixth graders. Students provided with well-written works of children's literature have a model besides their textbook for mathematical writing--one that allows them to explore mathematical concepts through narratives. (Two tables of data and four figures presenting five examples of children's stories are included.) (RS) | ||
| 650 | 0 | 7 | |a Childrens Literature. |2 ericd. |
| 650 | 0 | 7 | |a Content Area Writing. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Grade 2. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Story Telling. |2 ericd. |
| 650 | 1 | 7 | |a Writing Assignments. |2 ericd. |
| 650 | 0 | 7 | |a Writing Research. |2 ericd. |
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