Essay: Benefits of cross-curricular education for children’s learning

Statistics show that ( ) children are found to believe that they are better at either English or mathematics, however, on the contrary, it is found that ‘early mathematics and reading skills are predictive of each other over time, as the application of mathematical knowledge to basic computational and comparative skills is inherently dependent on children’s understanding of language ’ (Purpura et al. 2011, pp.648-649). Hence, studies on cross-curricular education have shown to be beneficial for children’s’ learning as they develop confidence through having an enriched array of skills that they are then able to use when approaching tasks independently.
Hofer and Beckmann’s 2008 article ‘Supporting mathematical literacy: examples from a cross-curricular project’ discusses ‘mathematical literacy [as giving students’] the capacity to apply mathematical knowledge to various and context related problems in a functional, flexible and practical way’ (Hofer and Beckmann 2008, p.2230). Stating that providing a ‘learning environment that stimulates students cognitively will allow them to collect practical experiences through connections with the real world’ (Hofer and Beckmann 2008, p.2230). This suggests that the use of children’s literature is a valuable resource that enables teachers to explore various topics ranging from animals to heavy machinery in a classroom setting that otherwise would only reside outside of class or in the children’s imagination.
Moreover, reports have found that in children aged between eight and thirteen years who have a ‘positive view of mathematics were more likely to perform highly’ (Hemmings & Kay 2010, p. 43). Thus, children’s hesitation towards mathematics is often due to its ridged and rote learnt nature, as it is frequently reported that students feel as though traditional mathematical tasks are there to judge them on whether they are able to achieve the one correct answer. Which is suggestive of whether they are good or poor at the subject. This rigidness is often in contrast to the creative and mailable activities and lesson structures of literacy. Thus, Burns (2005) reiterates the value of using text as a stimulus to provide more creative and engaging lessons as she states ‘children learn best when they connect new learning to their existing knowledge and skills’ (Burns 2005, p.1).
On the other hand, Sullivan (2011) states that although ‘context can provide more meaning and engagement to more leaners’ (Sullivan 2011, p.v) contextualised practical problems can also demotivate students if students are not interested or if it is not disposal to all students in the class (Sullivan 2011, p.35). This is reaffirmed by Brinker-Kent (2000) stating that lessons set in context are only beneficial if it is inclusive and understandable to a culturally diverse classroom where students have the opportunity to ‘explore the ideas in contexts that are meaningful to them’ (Sullivan 2011, p.35). Additionally, it is ineffective when teachers ‘overemphasise the mathematics, whilst unintentionally detracting from the literary essence of the text’ (Bragg et al. 2013, p.15).
Despite this, Bragg, Koch and Willis (2013) comments on literature’s ability to embed mathematics in a ‘fantastical [way that] prompts curiosity in the story’ (Bragg et al. 2013 pp.13-14). This method encourages problem-solving and reasoning through group discussions of the novels content with many theorists such as Piaget emphasising that learning happens in a social environment. When students are exposed to a ‘variety of strategies in use at any given time [they are given] opportunities to learn more advanced strategies by listening to and interacting with other students who are using them [which allows them to] reflect on their strategies and come to understand their strategies better’ (Carpenter et al. 1999, p.98). Furthermore, Carpenter elaborates that this form of collaborative work ensures that children understand that teachers ‘expects and values a diversity of solution strategies and that any strategy that works and can be explained is important and correct’ (p.99). Which counteracts their misconception that there is ‘only one best or ‘right’ way to solve a problem’ (p.99). Thus, using children’s literature as a platform to ‘promote children’s ability to communicate and reason mathematically’ (booker p. 7) is crucial for them to build confidence, value their thinking and be more inquisitive in mathematics is a fundamental step towards building numeracy confidence.
Taking a closer look at the structure of texts, children are captivated by visuals both derived from illustrations and descriptions which gives them the ability to ‘explore and observe mathematical concepts in a risk-free environment’ (Bragg et al. 2013, p.13). However, visuals in mathematics such as graphs, diagrams and algebraic equations can be complex and difficult to comprehend as ‘learners cannot see what is intended until they have understood the conventions being used and know what it is they are looking for’ (Hammill 2010, p.3). Therefore, it is important that the basic mathematical foundations are properly established in primary school through multiple modes of learning, to ensure that all learning types are being catered for, as not all children are yet able to confidently interpret and interact with numbers. Thus, the use of children’s literature can be a suitable Segway to ‘represent reality and make cognitive links, thus enables children to get a hold of difficult ideas’ (Oaks 1995, p. 36). This enables mathematics to be seen ‘in authentic settings that have meaning to children’ (Bragg et al. 2013, p.13). Storytelling has also found to be an ‘easier form for children to assimilate new ideas and build mental images’ (Oaks 1995, pp.35-36), as consistent research findings suggest consolidating ideas through literature positively influences recall as it ‘contains the same characteristics as mnemonic devices’ (Oaks 1995, p. 39)
2019-3-18-1552911931