Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis

Autor/inn/en	Siebert, Daniel; Jo Draper, Roni
Titel	Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis
Quelle	In: Literacy Research and Instruction, 47 (2008) 4, S.229-245 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Mathematics Education; Content Analysis; Literacy; Mathematics Teachers; Content Area Reading; Content Area Writing; Teacher Education; Literature Reviews; Teacher Attitudes; Mathematical Linguistics; Misconceptions; Bibliometrics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Inhaltsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sinnerfassendes Lesen; Schriftliche Übung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Mathematische Linguistik; Mathematische Sprache; Missverständnis; Bibliometrie
Abstract	Much has been written to convince content-area teachers to include literacy instruction as part of their regular content instruction. The purpose of this study was to determine how the messages available in the literature are framed and how they might be viewed by content-area teachers, especially mathematics teachers. The analysis revealed that messages available to content-area teachers about literacy neglect, deemphasize, or misrepresent mathematics and/or mathematics education. These findings may help explain why content-area teachers, particularly mathematics teachers, resist ideas related to content-area literacy instruction. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10