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Selecting and Evaluating Picture Books to Promote Early Mathematical Development: A Framework for Teachers.

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Abstract:

Research suggests that shared book experiences assist in mathematical concept development in the early years of formal schooling (Anderson, Anderson, & Shapiro, 2005; Casey, Kersh, & Mercer Young, 2004; van den Heuvel-Panhuizen & van den Boogaard, 2008). Teachers have also been encouraged by curriculum bodies to use picture books to integrate literacy and numeracy and promote mathematical concepts development.

An exploratory descriptive study has been designed to evaluate the role of picture books in facilitating mathematical development among children in the early years of formal schooling. The questions to be explored are:
• What potential do picture books (of different types) have for facilitating the development of mathematical concepts in young children?
• Do some picture books facilitate discussion of mathematical concepts more than others?
The aims of the research include the development of a framework for identifying and evaluating mathematical content in picture books and analysing students’ verbal responses during shared book experiences, in order to assess how books can facilitate the development of mathematical concepts.

This paper describes a framework developed for teachers to assist the selection and evaluation of picture books which may facilitate mathematical concept development. It takes into consideration recent research in young children’s development of mathematical concepts, the importance of the interaction of text and visual images, changes in curriculum and current pedagogy. Three types of picture books were initially identified by the researcher with intercoder reliability of 0.92. The framework consisting of seven categories, each with a series of elements, has been trialed to assess its reliability.

If picture books with particular types of mathematical content are found to provide better opportunities for developing children’s conceptual understanding of mathematical concepts, then the implications for including these picture books in the mathematics curriculum will be justified.
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Association:
Name: Children and Childhoods Research Symposium
URL:
http://www.iec.mq.edu.au


Citation:
URL: http://citation.allacademic.com/meta/p439605_index.html
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MLA Citation:

Marston, Jennie. "Selecting and Evaluating Picture Books to Promote Early Mathematical Development: A Framework for Teachers." Paper presented at the annual meeting of the Children and Childhoods Research Symposium, Institute of Early Childhood, Macquarie University, Sydney, Australia, Sep 24, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p439605_index.html>

APA Citation:

Marston, J. , 2010-09-24 "Selecting and Evaluating Picture Books to Promote Early Mathematical Development: A Framework for Teachers." Paper presented at the annual meeting of the Children and Childhoods Research Symposium, Institute of Early Childhood, Macquarie University, Sydney, Australia <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p439605_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Research suggests that shared book experiences assist in mathematical concept development in the early years of formal schooling (Anderson, Anderson, & Shapiro, 2005; Casey, Kersh, & Mercer Young, 2004; van den Heuvel-Panhuizen & van den Boogaard, 2008). Teachers have also been encouraged by curriculum bodies to use picture books to integrate literacy and numeracy and promote mathematical concepts development.

An exploratory descriptive study has been designed to evaluate the role of picture books in facilitating mathematical development among children in the early years of formal schooling. The questions to be explored are:
• What potential do picture books (of different types) have for facilitating the development of mathematical concepts in young children?
• Do some picture books facilitate discussion of mathematical concepts more than others?
The aims of the research include the development of a framework for identifying and evaluating mathematical content in picture books and analysing students’ verbal responses during shared book experiences, in order to assess how books can facilitate the development of mathematical concepts.

This paper describes a framework developed for teachers to assist the selection and evaluation of picture books which may facilitate mathematical concept development. It takes into consideration recent research in young children’s development of mathematical concepts, the importance of the interaction of text and visual images, changes in curriculum and current pedagogy. Three types of picture books were initially identified by the researcher with intercoder reliability of 0.92. The framework consisting of seven categories, each with a series of elements, has been trialed to assess its reliability.

If picture books with particular types of mathematical content are found to provide better opportunities for developing children’s conceptual understanding of mathematical concepts, then the implications for including these picture books in the mathematics curriculum will be justified.


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