Literacy in mathematics: A historical analysis of existing gaps over the course of five decades

Date

2023-5

Authors

Cantera, Michele Lee

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Abstract

This research advocates for content integration and literacy-based practices in the world of reading and mathematics education, as well as the connection to outside sources that can either positively or negatively impact learning. More importantly, this research explored the connection to literacy and mathematics instruction as it pertains to representation in two prominent journals, Reading Research Quarterly (RRQ) and the Journal of Research in Mathematics Education (JRME). The history of literacy and mathematics integration in the field of education was reviewed, and it was shown that over the decades of 1970-2020, there was a steady increase and representation of literacy in the mathematics journals and mathematics in the literacy journals. A review of the literature, as well as a historical analysis of the education in the United States during these decades, suggests that governmental influence and funding are among the motivators for publications geared towards integration of such areas as literacy and mathematics. The study offers several suggestions regarding the integration of literacy and mathematics in the field of education and how that transcends into the classroom, as well as implications for standardized testing and the push for improving tests for high-stakes accountability.

Description

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.

Keywords

content-area, literacy, mathematics

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