How Wide Is a Squid Eye? Integrating Mathematics into Public Library Programs for the Elementary Grades

Autor/inn/en	Kliman, Marlene; Jaumot-Pascual, Nuria; Martin, Valerie
Titel	How Wide Is a Squid Eye? Integrating Mathematics into Public Library Programs for the Elementary Grades
Quelle	In: Afterschool Matters, (2013) 17, S.9-15 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Homework; After School Programs; School Activities; Public Libraries; Skill Development; STEM Education; Elementary Education; Mathematics Education; Mathematics Instruction; Elementary School Mathematics; Library Services; Librarians; Science Education; Technology Education; Engineering Education; Books + Suchen Sie Ihr Suchwort? Hausaufgabe; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Public library; Stadtbücherei; Öffentliche Bibliothek; Kompetenzentwicklung; Qualifikationsentwicklung; STEM; Elementarunterricht; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Bibliotheksarbeit; Librarian; Bibliothekar; Bibliothekarin; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Book; Buch; Monographie; Monografie
Abstract	Although public library programs for the elementary grades offer explorations in a wide range of topics in which mathematics plays a role, are all too rare: Mathematics offerings are typically limited to homework help. Participating in out-of-school activities that embed mathematics in authentic ways bolsters children's skill development, appreciation of the relevance of mathematics, and mathematics attitudes. Informal educators, from afterschool providers to librarians, care deeply about children's mathematical success, but they often are math-avoidant themselves and thus shy away from doing mathematics with children. To provide informal educators in library settings with an alternative vision of mathematics, the authors, based at TERC, a science, technology, engineering and mathematics (STEM) education nonprofit, initiated Math off the Shelf (MotS) with funding from the National Science Foundation. MotS involved two phases: resource development and dissemination with evaluation. In the first phase, the authors worked with library-based informal educators (LBIEs). In this paper, the authors describe resource characteristics and key findings. They chose to focus on LBIEs because families are increasingly relying on public libraries as free, safe places for children in the absence of other out-of-school care. (Contains 3 figures and 3 tables.) (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10