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Different Goals, Similar Practices: Making Sense of the Mathematics and Literacy Instruction in aStandards -Based Mathematics Classroom

Brigham Young University

This article describes both the process and products of a cooperative inquiry project between two educational researchers—one from literacy education and one from mathematics education. The collaboration took place in an undergraduate, inquiry-based mathematics classroom in which the researchers sought to develop a shared vision of learning and literacy. The researchers discovered that they each used a different learning model to make sense of mathematics instruction, and that both of these models obscured important aspects of learning in a Standards-based mathematics classroom. An alternative model of learning and literacy in mathematics that takes into consideration both models is presented, as well as the process through which the researchers negotiated this shared perspective.

Key Words: content-area literacy • cooperative inquiry • literacy • mathematics education • text

American Educational Research Journal, Vol. 41, No. 4, 927-962 (2004)
DOI: 10.3102/00028312041004927


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