David and Phyllis have been in education for 35 years, and they capitalize on their experiences in pre-k through grade 8 settings in their workshops. They focus on the important connections between language and mathematics, highlighting the parallel emphases that exist across these two fields.
They share a wealth of ideas related to such topics as: initiating and sustaining journal writing in mathematics; strategies for linking literature, mathematics and writers’ workshop; innovative ways to integrate mathematics with art as well as poetry; and supporting children to be critical readers of numerical information.
View David's Resume/Vita or view Phyllis' Resume/Vita as well as their Publications and Workshops.
Level: K-8
- Literature and Math
- Math is Language Too
- Integrated Learning
Linking Literature and Mathematics in Meaningful Ways
This session by David and Phyllis Whitin focuses on how children’s literature can be a powerful vehicle for children to discuss and explore important mathematical ideas. David and Phyllis will outline a rationale for integrating literature and mathematics and criteria for selecting math-related books. They will acquaint participants with some of the best books currently available, and share examples of how teachers have used these books in interesting ways with their students. View the workshop agendas from a recent event in Lancaster, South Carolina.
Math is Language Too
In this additional session by the Whitins, they focus on specific ways that reading, writing, and talking can help to build a community of mathematical thinkers. David and Phyllis outline effective strategies for introducing and developing mathematics journals and other avenues for math-related writing. They engage participants in a wide range of activities to make these ideas come to life. They also discuss strategies for promoting productive conversations that honor individual voices, encourage critical thinking, and build a climate of inquiry.
Integrated Learning in Action
Wondering how to integrate science, social studies, mathematics and language? This session addresses the conditions that support integrated learning from an inquiry perspective, with particular emphasis on reading, writing, and representing one’s thinking. It focuses on helping children to ask critical questions about information texts, especially numerical information. David and Phyllis Whitin also show how children can be actively involved in doing the word of real scientists: observing closely, posing questions, collecting and critiquing data, using nonfiction resources effectively, and establishing a climate of collaborative work.
Critiquing Data Across the Curriculum
Being a critical reader of data is an integral part of being fully literate in today’s information age. In this interactive session participants will be introduced to a range of strategies that encourage children to question the inherent biases in numerical information.