Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis

By Daniel K. Siebert, Roni Jo Draper. 2008

113 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/71c5ba8a697400d2746f1098ee9169982734e422

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In Education

1. Cynthia Shanahan
2. T. Shanahan
3. Cynthia Misischia
4. Steve Graham

Citations in the corpus

• Trends in Research on Writing as a Learning Activity (2016, unknown): “We have also given particular attention to critical and dissenting opinions (e.g., Siebert & Draper, 2008).”
• What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines (2011, background): “For instance, Siebert and Draper (2008) noted that content area textbooks often suggest examining mathematical problems using keywords, a practice long ago discarded by mathematical experts.”
• Analysis of Expert Readers in Three Disciplines (2011, background): “…other hand, subject-matter specialists have tended to teach their subjects with little consideration for the literacy dimensions of these subjects (Draper, 2002; Siebert & Draper, 2008), even ignoring the foundational role of literacy in the definition and development of the disciplines themselves.”