TY - JOUR
T1 - Learning Geography Promotes Learning Math
T2 - Results and Implications of Arizona's GeoMath Grade K-8 Program
AU - Dorn, Ronald I.
AU - Douglass, John
AU - Ekiss, Gale Olp
AU - Trapido-Lurie, Barbara
AU - Comeaux, Malcolm
AU - Mings, Robert
AU - Eden, Rebecca
AU - Davis, Cathy
AU - Hinde, Elizabeth Rose
AU - Ramakrishna, B.
N1 - Funding Information:
GeoMath grew out of Arizona’s K-8 GeoLiteracy CD lesson package (Hinde and Ekiss 2002), a parallel initiative to integrate geography and practice language arts skills tested on state mandated tests (Hinde 2005). A National Geographic Society Grosvenor grant formed the core of the support, cost-shared by a National Science Foundation GK-12 supplement, the Arizona Department of Education, and Arizona State University’s (ASU) Geography Department. Our coordinating team:
Funding Information:
This research was supported by a National Geographic Society Grosvenor Grant with matching from the Arizona Department of Education, NSF GK-12 Grant DGE 0086465, and Arizona State University’s Geography Department. We thank the editor, anonymous reviewers, and David Rutherford for suggestions.
PY - 2005
Y1 - 2005
N2 - The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math.
AB - The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math.
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U2 - 10.1080/00221340508978631
DO - 10.1080/00221340508978631
M3 - Article
AN - SCOPUS:27144524443
SN - 0022-1341
VL - 104
SP - 151
EP - 159
JO - Journal of Geography
JF - Journal of Geography
IS - 4
ER -