Learning Geography Promotes Learning Math: Results and Implications of Arizona's GeoMath Grade K-8 Program

Ronald I. Dorn, John Douglass, Gale Olp Ekiss, Barbara Trapido-lurie, Malcolm Comeaux, Robert Mings, Rebecca Eden, Cathy Davis, Elizabeth Hinde, B. Ramakrishna

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)151-159
Number of pages9
JournalJournal of Geography
Volume104
Issue number4
DOIs
StatePublished - 2005

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Earth-Surface Processes

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