Integrating Music and Mathematics in the Elementary Classroom

2003 ◽  
Vol 9 (8) ◽  
pp. 474-479
Author(s):  
Gretchen L. Johnson ◽  
R. Jill Edelson
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Elementary Classroom ◽  
Academic Skills ◽  
Interdisciplinary Instruction ◽  
Musical Intelligence ◽  
Music And Mathematics ◽  
And Mathematics ◽  
Gain Access

Increasingly, teachers are being encouraged to engage in interdisciplinary instruction. Although many of us are comfortable using children's literature as the basis for interdisciplinary units, we rarely think to integrate mathematics and music in our lessons. Music actively involves students in learning and helps develop important academic skills (Rothenberg 1996). By using music to enhance children's enjoyment and understanding of mathematics concepts and skills, teachers can help children gain access to mathematics through new intelligences (Gardner 1993). This integration is especially effective with children who have strong senses of hearing and musical intelligence.

Mexican-American Parents Using Critical Literacy to Address Climate Change

2018 ◽  
pp. 187-208
Author(s):  
Rosa RiVera Furumoto
Keyword(s):  
Children's Literature ◽  
Critical Literacy ◽  
Social Action ◽  
Mexican American ◽  
Environmental Science ◽  
Children’S Literature ◽  
After School ◽  
Literacy Strategies ◽  
Parent Leaders ◽  
And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

Deploying Black Joy

2021 ◽  
pp. 360-377
Author(s):  
Lisa Brown Buchanan ◽  
Cara Faulkner Ward ◽  
Amy Senta
Keyword(s):  
Teacher Education ◽  
Children's Literature ◽  
Black Identity ◽  
Children’S Literature ◽  
Elementary Classroom ◽  
Practice Approach

This chapter describes a theory into practice approach for using children's literature to explore and affirm Black joy, Blackness, and Black identity in the elementary classroom. The work of Dr. Bettina Love on abolitionist teaching provides the theoretical grounding for this chapter. The authors describe a synthesis of representation in children's literature and framework for abolitionist teaching, a description of three lessons focused on teaching Black joy, and a call for expanding this work in teacher education.

Mexican-American Parents Using Critical Literacy to Address Climate Change

2022 ◽  
pp. 1398-1419
Author(s):  
Rosa RiVera Furumoto
Keyword(s):  
Children's Literature ◽  
Critical Literacy ◽  
Social Action ◽  
Mexican American ◽  
Environmental Science ◽  
Children’S Literature ◽  
After School ◽  
Literacy Strategies ◽  
Parent Leaders ◽  
And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

Connecting Literature, Language, and Fractions

1994 ◽  
Vol 41 (8) ◽  
pp. 430-434
Author(s):  
Betty Conaway ◽  
Ruby Bostick Midkiff
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Real Life ◽  
Abstract Concepts ◽  
Personal Meanings ◽  
Early Grades ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Personal Understanding ◽  
Natural Way

Because of the symbolic nature of fractions and the procedural operations required to manipulate fractions mathematically, the concept of fractions is often difficult for students in early grades to master (Van de Walle 1990). Perhaps this difficulty results in part from the numerical contradictions presented by fractions. Furthermore, fractions are part of a mathematsical language that is often foreign to students until they develop a personal understanding. “Children's literature presents a natural way to connect language and mathematics” (Midkiff and Cramer 1993, 303) and furnishes a foundation on which an understanding of concepts can be based. As students read, write, and discuss real-life situations requiring the use of fractions, they develop personal meanings for the abstract concepts.

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