Environmental Math in the Classroom: What Do Your Walls Say?

Julie Nurnberger-Haag, Janis McTeer, Amy Hopkins, Jessica Ries, Amanda Catterall, Hannah Maxwell, Isabella J Branham

Abstract


This article shares a template and framework to help teachers see their classrooms in new ways by thinking about Environmental Math, a type of environmental print. Who, what, where, when, and how do the walls in your classroom talk about mathematics?

 

Full Text:

PDF

References


Boaler, J. (2016). Mathematical Mindsets. San Francisco: Jossey-Bass.

Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Children’s Understanding of Equality: A Foundation for Algebra. Teaching Children Mathematics 6(4), 56–60.

Felton, M. D. (2010). Is Math Politically Neutral? Teaching Children Mathematics 17(10), 60–63.

Fujita, T. (2012). Learners level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. The Journal of Mathematical Behavior 31(1), 60–72.

Giles, R. M. & Tunks, K. W. (2010). Children Write Their World: Environmental Print as a Teaching Tool Important in Early Literacy. Dimensions of Early Childhood 38(3), 23–30.

Harris, T. L. & Hodges, R. E. (1995). The literacy dictionary: the vocabulary of reading and writing. Newark, DE: International Reading Association.

Karp, K. S., Bush, S. B., & Dougherty, B. J. (2014). 13 Rules That Expire. Teaching Children Mathematics 21(1), 18–25.

Kohn, A. (1996). What to Look For in a Classroom. Educational Leadership 54(1), 54–55.

Kohn, A. (2010). Bad Signs. Kappa Delta Pi Record 47(1), 4–9.

Layne, S. L. (2015). In Defense of Read-Aloud: Sustaining Best Practice. Portland, ME: Stenhouse Publishers.

National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards Mathematics.Washington, DC: National Governors Association Center for Best Practices and Council of Chief State School Officers.

Nurnberger-Haag, J. (2017). A cautionary tale: How children’s books (mis)teach shapes. Early Education & Development 28, 415–440. Doi: 10.1080/10409289.2016.1242993

Nurnberger-Haag, J. (Fall 2018). Follow the signs to promote accurate geometric shape knowledge: Together we can break the cycle of misinformation. Ohio Journal of School Mathematics 80. Retrieved from https://library.osu.edu/ojs/index.php/OJSM/article/view/6041

Nurnberger-Haag, J. (2016). Mathematics Education Podcast 1609 produced by Samuel Otten University of Missouri, to promote A cautionary tale: How children’s books (mis)teach shapes. Early Education & Development 28, 415–440. https://www.podomatic.com/podcasts/mathed/episodes/2016-11-23T06_26_27-08_00

Nurnberger-Haag, J. (2007). Integers made easy: Just walk it off! Mathematics Teaching in the Middle School 13(2), 118–121.

Powell, S. & Nurnberger-Haag, J. (2015). Mathematics Education Podcast 1519 produced by Samuel Otten University of Missouri, to promote Everybody counts, but usually just to ten! A systematic analysis of number representations in childrens books. Early Education and Development 26, 377–98. https://www.podomatic.com/podcasts/mathed/episodes/2015-05-04T06_48_40-07_00

Smith, M. S. & Stein, M. K. (1998). Selecting and Creating Mathematical Tasks: From Research to Practice. Mathematics Teaching in the Middle School 3(5), 344–350.

Stein, M. K. & Smith, M. S. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions (2nd ed.). Reston, VA: National Council of Teachers of Mathematics (NCTM).

van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picture books that support kindergartners learning of mathematics. Research in Mathematics Education 14, 17–47. doi:10.1080/14794802.2012.657437


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Julie Nurnberger-Haag, Janis McTeer, Amy Hopkins, Jessica Ries, Amanda Catterall, Hannah Maxwell, Isabella J Branham

The Ohio Journal of School Mathematics is published by the Ohio Council of Teachers of Mathematics and hosted by The Ohio State University Libraries.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact libkbhelp@lists.osu.edu.

ISSN 2472-5986 (print)
ISSN 2472-601X (online)