Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study

This article looks at how social and participatory media can be used to strengthen interdisciplinary literacy and connects the multimodality of social environments with Middle‐Years Mathematics curriculum and delivery. The article reports on part of an eighteen months action research study in an Aus...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2013-09, Vol.57 (1), p.60-71
Main Author: Casey, Gail
Format: Article
Language:English
Subjects:
Action Research
Action research, teacher research
Adolescence
Adolescents
Adult
and materials
Australia
Cognition
College/university students
Content Area Reading
Curricula
Digital/media literacies
Early adolescence
Educational activities
Educational Technology
Electronic learning
FEATURE ARTICLE
Foreign Countries
High Schools
Information and communication technologies
Information literacy
Learning
Learning strategies
Literacy
Mass Media
Mathematical knowledge
Mathematics
Mathematics education
Mathematics Instruction
Mathematics tests
methods
Middle Schools
New literacies
Numeracy
Online social networking
Popular culture
Qualitative
Research methodology
Schools
Secondary School Mathematics
Social Influences
Social media
Social Networks
Sociocultural
Strategies
Strategies, methods, and materials
Students
teacher research
Teachers
Teaching Methods
Technology Uses in Education
Theoretical perspectives
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Summary:This article looks at how social and participatory media can be used to strengthen interdisciplinary literacy and connects the multimodality of social environments with Middle‐Years Mathematics curriculum and delivery. The article reports on part of an eighteen months action research study in an Australian public high school within the author's two Year 8 Mathematics classes. The article provides student samples from within these classes as it contributes evidence and analyses that may help to inform teachers from across subject areas to recognise and implement literacy practices, not as an isolated classroom activity, but across their disciplines. By taking a more ‘social’ approach to designing projects for Middle‐Years Mathematics, this study supports concepts of literacy as a social, cognitive and cultural practice. FREE author podcast
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.216