Applying Mathematical Concepts with Hands‐On, Food‐Based Science Curriculum

Abstract

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the FoodMASTER Intermediate curriculum on fourth-grade student’s mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20-item researcher-developed mathematics knowledge exam (Intervention n=288; Control n=194). Overall, the results showed a significant increase in mathematics knowledge from pre- to post-test. These findings suggest that students engaged in food-based science activities provided them with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students’ mathematics knowledge while building a foundation for becoming quantitatively literate adults.

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food‐Based Curriculum

“…For this study, we utilized data from 3 researcher‐developed content‐specific exams . FMI and its evaluation has been described elsewhere …”

“…Nutrition knowledge was measured using a 28‐item exam with 6 content areas: food groups (8‐items), whole‐grains (5‐items), fats, food safety and food labels (4‐items each), and micronutrients (3‐items) . Science knowledge was measured using a 13 items with questions from 4 of the 8 categories of content standards: Life Science (5‐items), Science in Personal & Social Perspectives (2‐items), Physical Science and Science and Technology (3‐items, each) . Mathematics knowledge was measured using 20‐items with questions categorized into 4 domains: Operations and Algebraic Thinking (7‐items), Number and Operations in Base Ten (2‐items), Number and Operations with Fractions (3‐items), and Measurement and Data (8‐items) .…”

“…A significant improvement in science, mathematics, and nutrition knowledge was seen in the intervention group. Knowledge gains were also significantly higher in all 3 content areas when compared to a well‐matched comparison group . Currently, the literature lacks an exploration of the associations among nutrition, science, and mathematics knowledge.…”

“…Currently, the literature lacks an exploration of the associations among nutrition, science, and mathematics knowledge. This study presents a secondary multiple regression analysis of nutrition, science, and mathematics knowledge scores collected from fourth‐grade classrooms using the FMI curriculum . The regression was used to analyze potential associate overlap among scores and not to establish a definitive causal model.…”

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

“…Significant gains in nutrition, science, and mathematics knowledge have been observed among 4 th grade students as a result of exposure to FMI. 23–25 …”