Same teachers – different practices? Literacy in early mathematics and history instruction
Submitted by:
Monica Egelström
Abstract:
The present study aims to contribute to understandings of literacy as an aspect of subject area instruction. It conceptualizes literacy as situated and ideological, differently used in different historically and culturally formed contexts (Street & Lefstein, 2010). Previous studies indicate both differences and similarities between school subjects in instructional and literacy practices (Moje et al., 2011; Stodolsky, 1988). Since how instruction is arranged create different opportunities to learn (Hiebert, 2003; Moje & Lewis, 2007), this study seeks to illuminate and discuss differences and/or similarities between school subjects in relation to students’ opportunities of literacy development.
The study is based on observational data from instruction by the same teachers teaching two school subjects, mathematics and history. Four Swedish upper elementary classes (grade 5, students typically 11 years old) and their teachers serve as participants. In analysis an activity theoretical approach is used (Engeström, 2015; Leontiev, 1986). Three activity theoretical concepts are applied to illuminate structural aspects of how instruction is arranged; actions, division of labour, and tools. Each concept is analysed into different categories and calculated to describe proportion of lesson time for each category.
The results show some similarities between school subjects in the observed classes, for instance in a big proportion of written language used. However, differences in practices can perhaps more easily be identified. While mathematics instruction show more homogeneous patterns in how instruction is structured, history instruction shows a more diverse pattern. Consequences from such differences are discussed from Engeström’s (2015) theories on learning.
Keywords: Literacy, practices, subject area instruction, activity systems
Rererences
Engeström, Y. (2015). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki; Orienta-Konsultit.
Leontiev, A. N. (1986). Verksamhet, Medvetande, Personlighet [Activity, Consciousness, and Personality] (Translation by Irene Goodridge). Göteborg: Fram förlag.
Moje, E.B. & Lewis, C. (2007). Examining Opportunities to Learn Literacy: The Role of Critical Sociocultural Research. In C. Lewis, P. Enciso, and E.B. Moje (Eds.) Reframing Sociocultural Research on Literacy. Identity, Agency, and Power (15-48). New York: Routledge.
Stodolsky, S. S. (1988). The subject matters : classroom activity in math and social studies. Chicago: University of Chicago Press.
Street, B. & Lefstein, A. (2007). Literacy. An Advanced Resource Book. London: Routledge