ABSTRACT
This research is based on the teacher candidates’ practicum in Atlanta Public School (APS) system in Georgia. Elementary school teachers are trained as generalists of all disciplines, and many teacher candidates are intimidated by mathematics and science. When the teacher candidates in my Reading and Literacy classes went to the field elementary schools for clinical and practical experience, I invited them to conceptualize hypertextuality into their practicum by integrating mathematics and geosciences into their planning, tutoring, instructing, and assessing. I am excited by the results—teacher candidates felt more comfortable in this integration, the coordinating teachers at the field elementary schools became interested in implementing this integration approach into their classrooms, and their students are motivated to learn science.
