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Integration of children's literature can be a fundamental part of instruction in mathematics classes. Emphasizing children's literature is crucial because it draws students into a story, makes them feel at home, and teaches mathematical concepts in a nonthreatening way. This article describes an example of a mini-unit on measurement taught to third graders using children's literature. The unit consists of three lessons, which address the concepts of measurement, angles, and circumference. The unit begins with nonstandard measurement and continues with exploration of the metric and English systems. Practical applications of measurement follow in the lessons on angles and circumference. (Contains 3 figures.)

Investigated the supervisory beliefs of elementary and secondary cooperating teachers, noting differences in those who had and had not taken a course in supervision and differences between the beliefs of supervisors and cooperating teachers. Surveys indicated that teachers held a continuum of beliefs regarding supervisory styles. The indirect style was most prevalent. Trained cooperating teachers and supervisors held similar beliefs. (SM)

This research article examines math anxiety in pre-service teachers. The Mathematics Anxiety Scale-Revised (MARS-R) was administered to 481 university students. Significant results were found in areas of gender, educational level, and educational major., Does the thought of math cause you to feel helpless, panicky, and to have difficulty in breathing, or ability to concentrate? If so, you are not alone. According to Trujillo [...]

Examines the supervisory beliefs preferred by student teachers at the elementary and secondary levels. Finds that student teachers preferred the collaborative supervisory style, and suggests that collaboration resulted in improved communication and enhanced teaching and learning. (SR)

Project Food, Land and People (FLP), now used in 27 states in the U.S., is a comprehensive K-12 curriculum that teaches about the interconnectedness of the environment, food, and society. Because teachers need to follow state guidelines, the curriculum was correlated to the state standards. That correlation revealed a systematic, thorough integration of academic subjects with agriculture. The FLP lessons address 75% of the state Science Frameworks in grades K-4 (including 100% of those in Life Science), 66% of state Science Frameworks in grades 5-8 (including 81% of those in Life Science), and 37% of state Science Frameworks in grades 9-12 (including 63% of those in Life Science). FLP addresses 70% of state Math Frameworks in grades K-4, 41% in grades 5-8, and 29% in grades 9-12). In Social Studies, FLP addresses 69% of the state Frameworks in grades K-4, 56% in grades 5-8, and 43% in grades 9-12. The entire FLP curriculum, which consists of 55 units, incorporates 45% of all state Frameworks in all subject areas in grades K-4, 35% in grades 5-8 and 25% in grades 9-12. Documentation of this connection provides an important validation for teachers to consider when adopting and implementing an integrated curriculum. [ABSTRACT FROM AUTHOR]