#### Graduation Year

2015

#### Location

State Farm Hall, Illinois Wesleyan University

#### Start Date

18-4-2015 11:00 AM

#### End Date

18-4-2015 12:00 PM

#### Description

One way to understand the mathematics expectations placed on 5^{th} grade students is to analyze the textbooks they use in their mathematics class. I examined how other subjects were integrated into the *Everyday Mathematics* (EM) textbook. In an effort to further my own understanding of disciplinary integration, I searched for 12 articles on the topic, varying from science and mathematics integration to English Language Arts (ELA) and mathematics. After reading and analyzing these articles, I used Berlin and White’s integrated mathematics and science model (Kurt & Pehlivan, 2013), balanced model (Kiray, 2012), and authentic integration model (Treacy, 2013) when analyzing EM integration of mathematics and science. For the ELA integration with mathematics, I focused on skills used in both subjects, how mathematics benefits English Language Learners (ELL), and how to mathematize literature (Chevalier, Pippen, & Stevens 2008). Findings show that EM textbook focuses on integration practices that benefit ELL students’ comprehension of mathematics language and connect mathematics with literature. Additionally, mathematics and science integration is lacking throughout the textbook.

Late Work Policies: Their Impact on Student Achievement

State Farm Hall, Illinois Wesleyan University

One way to understand the mathematics expectations placed on 5^{th} grade students is to analyze the textbooks they use in their mathematics class. I examined how other subjects were integrated into the *Everyday Mathematics* (EM) textbook. In an effort to further my own understanding of disciplinary integration, I searched for 12 articles on the topic, varying from science and mathematics integration to English Language Arts (ELA) and mathematics. After reading and analyzing these articles, I used Berlin and White’s integrated mathematics and science model (Kurt & Pehlivan, 2013), balanced model (Kiray, 2012), and authentic integration model (Treacy, 2013) when analyzing EM integration of mathematics and science. For the ELA integration with mathematics, I focused on skills used in both subjects, how mathematics benefits English Language Learners (ELL), and how to mathematize literature (Chevalier, Pippen, & Stevens 2008). Findings show that EM textbook focuses on integration practices that benefit ELL students’ comprehension of mathematics language and connect mathematics with literature. Additionally, mathematics and science integration is lacking throughout the textbook.