Teaching Reading in Mathematics and Science.

By Mary Lee Barton, Clare Heidema, D. Jordan. 2002

95 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/752d3a4e381bb252e9e93fab4c185672f00495bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. P. David Pearson
2. Gina N. Cervetti
3. Marco A. Bravo
4. T. Carter
5. E. Dean
6. Jacqueline Barber
7. Nell K. Duke
8. M. Ness

Citations in the corpus

• Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both? (2006, background): “In order to create meaning from these texts, students must be familiar with the organization of mathematical texts, which is different from other texts they encounter (Barton & Heidema, 2000; Barton et al., 2002).”
• Reading and Writing in the Service of Inquiry-Based Science (2005, background): “Activating prior knowledge prepares [students] to make logical connections, draw conclusions, and digest new ideas (Barton, Heidema, and Jordan, 2002, p. 25).”