subject intergrated in study mathematics pls write. a paragraph on it
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With early math, students often times can experience math through books. ... Students learn basic skills, relate content to the world around them, and build upon this knowledge with more complex concepts. Integrating math and reading in early childhood is an important part of development.
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Step-by-step explanation:
The 2002 and 2007 reports of the National Assessment of Educational Progress (NAEP) writing as ses sment (National Center for Education Statistics, 2008), administered to 8th and 12th graders, show an increase in writing scores. Applebee and Langer's (2006) analysis of NAEP data as well as other sources published during the decade preceding their review revealed that the more frequently students reported writing one or more paragraphs in science and social studies, the higher their writing achievement.
The results, however, were lower in mathematics. "It may be that at the classroom level, the role of writing in mathematics instruction has not been well conceptualized" (Applebee & Langer, 2006, p. 14). Indeed, many teachers find it more natural to integrate writing and science (e.g., Varelas, Pappas, Kokkino, & Ortiz, 2008) or writing and social studies (e.g., Jones & Thomas, 2006). Wolsey (2010) examined the complexity of student writing and vocabulary learning in a cross-disciplinary writing project involving English, science, and social studies. Where was mathematics?
That we see so few examples of the integration of writing and mathematics in educational literature seems surprising, considering that the mathematics education community has affirmed the importance of such integration for many years. As early as 1989, the National Council of Teachers of Mathematics (NCTM) identified learning to communicate mathematically as a major goal for students.
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In 1992, Countryman's book, Writing to Learn Mathematics: Strategies That Work, K-12, captured the attention of mathematics educators amid a flurry of interest and ideas (e.g., Quinn & Wilson, 1997; Sipka, 1990). Almost a decade later, NCTM (2000) specifically stressed writing as "an essential part of mathematics and mathematics education" (p. 60) in the landmark document Principles and Standards for School Mathematics.
Still, many teachers struggle to link writing and mathematics and honor the integrity of both disciplines at the same time. Teachers of writing might say that if students are assigned to describe the process they used in solving a problem with no revision or editing, the quality of integration is drawn into question. Teachers of mathematics might say that if students are asked to write a report on a famous mathematician they may not be engaged in developing mathematical reasoning no matter how many drafts they write. Although the appropriate balance may be elusive, the endeavor is nevertheless worthy of being undertaken (e.g., Applebee, 1984; Bossé & Faulconer, 2008; Newell, 2008).