Geometry‐Related Children's Literature Improves the Geometry Achievement and Attitudes of Second‐Grade Students

McAndrew, E.; Morris, Wendy L.; Fennell, Francis

doi:10.1111/ssm.12202

Cited by 21 publications

(16 citation statements)

References 8 publications

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“…Abstract mathematical concepts are embedded in informal meaningful real-world contexts that children can relate to and better comprehend. This view is supported by a range of empirical studies, for example, those conducted by McAndrew, Morris, and Fennell (2017), Jennings et al (1992) and Van den Heuvel-Panhuizen and Elia (2011), all of which have found that children's mathematical ability increased when mathematics was taught together with literature.…”

Section: Children's Literature and Mathematicsmentioning

confidence: 90%

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

Prendergast

Harbison

Miller

et al. 2018

Irish Educational Studies

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The beneficial role that children's literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people's lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers' views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children' literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen (1991)'s Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children's literature are investigated.

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Section: Children's Literature and Mathematicsmentioning

confidence: 90%

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

Prendergast

Harbison

Miller

et al. 2018

Irish Educational Studies

View full text Add to dashboard Cite

show abstract

“…This is crucial particularly when, Trakulphadetkrai et al (2020) have found connections between pupils' mathematical and language abilities. Research over the past decades have consistently shown that language and literacy, particularly in the form of children's literature, can be used to foster pupils' mathematical thinking (Van den Heuvelpanhuizen et al, 2016) and also positive attitudes towards the subject (McAndrew et al, 2017). Ewing Monroe et al (2018) carried out a systematic analysis of research that reported on the effects of using children's literature in teaching mathematics at elementary level.…”

Section: Integrating Children's Literature With Mathematicsmentioning

confidence: 99%

Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning

Farrugia

Trakulphadetkrai

2020

Cogent Education

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This exploratory mixed-methods study set out to explore Maltese primary school teachers' perceived barriers to, and enablers for, the integration of children's literature in mathematics teaching. Data were collected by means of an online questionnaire and semi-structured interviews, and analysed thematically using Ajzen's Theory of Planned Behaviour. The responses given by the participants showed that integration of mathematics and stories was not a common practice. The perceived barriers were categorised as Resource Constraint, Time Constraint, Lack of Pedagogical Knowledge and Confidence, Doubts about Outcome Expectancy, and Inhibiting Social Norms while the three perceived enablers identified were Pedagogical Benefits, Love of Stories, and Enabling Social Norms. Given that the majority of the participating teachers acknowledged the potential benefits of the approach and expressed a wish for training, one key recommendation of the study is for teaching mathematics through stories to be explicitly included in pre-service and in-service professional development programmes.

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“…Muir et al (2017) describe the groundwork for using math literature during math instructions and offers math activities and children's books in their book to use for teaching many elementary math concepts using picture books in today's classrooms. McAndrew et al (2017) found in their quasi-experimental study that by using children's literature, specifically, Geometry-related children's literature improves the geometry success and attitudes of 2 nd -Grade students. Weinstein (2017) did an all-encompassing literature review on how using children's literature is effective in covering the new Common Core State Math Standards and gives an all-inclusive list of children's literature to use to model and teach many math concepts covered today in elementary school.…”

Section: Using Children's Literature To Teach Mathematicsmentioning

confidence: 99%

Using Children’s Literature to Teach Mathematics: An Effective Vehicle in a STEM World

Furner

2018

European Journal of STEM Education

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Today it is critical to excite young people about mathematics in our high-tech STEM world we live in. Math teachers today need to embolden students to be confident in their ability to solve problems, to think and use their imaginations, to understand mathematical concepts, to be creative, and to see math as a human endeavor. The author feels that as students feel less anxious about, and more confident in their abilities to do math their performance will improve. The author has provided an in-depth literature review and offers background information on using children's literature to teach mathematics; sharing the methods and materials possible to incorporate such literature into such math instruction in a wide range of mathematics strands. The results of using such literature in the teaching of mathematics may help to lower math anxiety and pique students interest and confidence in math and the STEM fields. Teachers need to address this alarming problem and work toward developing mathematically confident young people for a world where Science, Technology, Engineering, and Mathematics (STEM) fields dominate the globe, using literature to teach mathematics can support and cultivate students' math confidence for a STEM world.

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Geometry‐Related Children's Literature Improves the Geometry Achievement and Attitudes of Second‐Grade Students

Cited by 21 publications

References 8 publications

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning

Using Children’s Literature to Teach Mathematics: An Effective Vehicle in a STEM World

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