Early mathematics learning in reading and writing numerals: Learning through “What are the numbers?” A picture book made up of Flora and Fauna in Borneo

Abstract

Learning through picture books is a method which is widely used in preschools to teach mathematics. However, the research findings on the benefits of using picture books in learning mathematics remain inconclusive. This study aimed to i) investigate the effects of a picture book entitled "What are the numbers?" (a picture book made up flora and fauna in Borneo) on early mathematics achievement (reading and writing numerals up to 20) and ii) to get feedback on how appropriate the use of "what are the numbers" from teachers and parents. The book consists elements of critical thinking, communication, collaboration and creative thinking. The effects were measured by comparing the change in early mathematical ability of children in reading and writing numerals up to 20 by using the Rasch measurement model. The mean of the pre-test achievement was -1.99 logits and the mean of the post-test achievement was 1.75 logits which shows a difference of 3.74 logits. The effect size of the difference between the post-test and pre-test achievement was 1.4, which is considered large. Teachers and parents gave positive feedback on the use of the picture book. They commented that the picture book is able to attract children's attention, enhance their thinking skills and nurture creativity among children. In conclusion, the picture book based on the 4C approach enhanced early mathematics achievement of children.

Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022

“…Applying picture books in mathematics instruction often positively improves student perceptions toward mathematics, contributing to a positive learning attitude (Durmaz & Miçooğullari, 2021) and reducing mathematical anxiety (Ompok et al, 2018). As picture books are a common learning tool during the pre-school or early childhood period, books themed with mathematical concepts and instruction could bridge the mathematic educa-tion of young learners using a learning avenue with which they are already familiar.…”

“…7 pre-service elementary teachers and 21 students Three ways that pre-service teachers had used to integrate mathematics lessons and children's literature: (1) Motivating children into mathematical activity by children's literature (Understanding the concept); (2) Raising children interest in the mathematical issue at the beginning of the class; (3) Motivating children by doing mathematical proof by children's literature. of interviewees agreed 'lack of pedagogical knowledge and confidence'; 26.5% of interviewees thought that it was 'time constraint'; 13.2% of interviewees was concluded as 'resource constraint' Perceived enablers:57.4% of interviewees believed that was perceived pedagogical benefits; 11.7% of interviewees thought that it was 'love of stories'; 10.9% of interviewees agreed 'desire to improve teaching'Ompok et al (2018) To investigate the effects of a picture book…”

Kesahan Kandungan Modul Pendekatan Projek Menggunakan Ecocampus UMS Untuk Pencapaian Awal Matematik Kanak-Kanak Prasekolah

“…Tambahan pula, intervensi awal Matematik yang sudah banyak dijalankan di Malaysia juga boleh digunapakai sebagai satu panduan untuk membina suatu modul yang berasaskan pendekatan projek. Intervensi awal Matematik yang dibuat di Malaysia oleh Ling et al (2018), Doig dan Ompok (2010), Ompok et al (2018a), Ompok et al (2018b), Ompok (2021), Ompok dan Emison (2021), Ompok et al (2021a), Ompok et al (2021b) serta Ompok et al (2012c). Biarpun begitu, intervensi yang menggunakan alam sekitar untuk pengajaran awal Matematik masih kurang dilaksanakan dalam negara.…”

Penggunaan Kaedah Permainan, Buku Nombor dan Lembaran kerja dalam pembelajaran Matematik Awal kanak-kanak

“…Ringkasnya, ramai penyelidik bersetuju bahawa penggunaan permainan dapat meningkatkan pencapaian mata pelajaran Matematik dalam kalangan kanak-kanak Ompok & Bacotang, 2019;Ling, Pang, Ompok, 2018;Ompok, Mei Teng & Sapirai 2021;Ompok et al, 2018;Ompok, Doig & Tambagas 2019;Stannard et al, 2001;Ramani & Siegler, 2008;Peters, 1998;Luo et al, 2007;Wolfgang et al, 2003;Wilson et al, 2009;Siegler, 2009;Rizi et al, 2011;Ramani et al, 2012;Azila et al, 2011;Zakiah et al, 2013). Chen dan McNamee (2011) menyatakan bahawa permainan merupakan kaedah yang positif dalam meningkatkan pencapaian.…”