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Integrating mathematics and the language arts.
Abstract
Integrating language arts into mathematics instruction has been a highly recommended instructional strategy. This study investigated elementary school teachers' (n=438) confidence in, frequency of use, and perceived usefulness of strategies for integrating language arts with mathematics. Results indicated that teachers in grades 5-6 were less likely to integrate language arts into mathematics instruction than teachers in grades K-2 and 3-4. They cited the lack of sufficient classroom time for the integration of language arts into an already overloaded mathematics curriculum.
Introduction
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