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Pigs in the Pantry; Fun with Math and Cooking, by Amy Axelrod; ISBN 0-689-80665-5
Background For Teachers:
The Babylonians were the first to develop a standard unit for
measuring capacity. They used a hollow cube with specific linear
measurements filled with water. This gave them the first unit of
capacity. Today, a cube filled with water is still used as a standard unit
Intended Learning Outcomes:
Have the students correct silly sentences. They can record their corrections in their Math Journals.
Rommel-Esham, K., (October, 2007). How Much Popcorn Will Our Classroom Hold? Science and Children 45(2) 22-26.
How much popcorn will our classroom hold? This intriguing question sparked a terrific integrated science and math exploration conducted with fifth and sixth-grade students. In the process of finding the classroom’s volume, students developed science-process skills (e.g., developing a plan, measurement, collecting and interpreting data, prediction, inference, communication, and using number relationships) and applied mathematical processes (determining an estimate, using benchmarks, measuring, mapping, etc.) in a meaningful way-getting an authentic glimpse of how these two subjects are inextricably linked.
Downey, J.A., Cobbs, G.A., (January 2007). “I Actually Learned A Lot from This”: A Field Assignment to Prepare Future Preservice Math Teachers for Culturally Diverse Classrooms. School Science and Mathematics 107(1) 391-403.
Teacher education programs are cognizant of the need to prepare preservice teachers (PTs) to work effectively with children from diverse cultural backgrounds. Well-constructed field experiences can help PTs develop awareness and gain understanding of important cultural considerations related to effective teaching and learning (Sleeter, 2001). This paper describes a unique field assignment created for an Elementary Math Methods course in which 61 PTs were trained to conduct a semi-structured interview with a student whose cultural background was different than their own. PTs transcribed their own interviews and completed a guided reflection on their experiences. Reflections were submitted and analyzed for emerging themes. Analyses suggest that the structured interview component of this field assignment provided PTs with increased insight into mathematics instruction and the learning needs of diverse students. It also discusses the value and limitations of this instructional innovation and propose avenues by which to continue to help PTs grow toward becoming culturally relevant pedagogies (Irvine, 2003).
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