Mathematics Learning Opportunities in Preschool: Where Does the Classroom Library Fit In?

Stites, Michele L.; Sonnenschein, Susan; Dowling, Rebecca

doi:10.1080/10409289.2020.1721403

Cited by 10 publications

(24 citation statements)

References 56 publications

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“…Would teachers' views confirm what parents are saying? Other research of ours collected from a small sample of teachers at Head Start centers suggested that teachers viewed themselves as offering such suggestions, at least for mathematics (Stites et al, 2021). However, just because teachers offer such suggestions does not mean that parents will use them (Simons, 2019).…”

Section: Limitations and Future Researchmentioning

confidence: 95%

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Sonnenschein

Stites

Dowling

2020

Journal of Early Childhood Research

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This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

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Section: Limitations and Future Researchmentioning

confidence: 95%

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Sonnenschein

Stites

Dowling

2020

Journal of Early Childhood Research

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“…It involves creativity, which is also used in Arts and Design projects (McClure et al, 2017), as well as language and social skills when children are communicating and collaborating. Although Hu et al (2020) and Stites et al (2020) studies have linked science and mathematics to reading activities, more studies are needed to explore the connections between STEM and other learning domains for young children, as young children should learn and develop in an integrated, holistic manner. For example, future studies could explore how communication and collaboration can promote engagement in STEM learning and can influence children's social-emotional development.…”

Section: Stem Learning Linksmentioning

confidence: 99%

“…Many studies in this special issue have presented good practices related to early STEM curriculum and pedagogy (Gold et al, 2020;Hu et al, 2020;Stites et al, 2020;Wang et al, 2020), as well as STEM PD programs designed for pre-service teachers (Sheridan & Wen, 2020). However, none of them had conducted true experiments or rigorous program evaluation to assess the effectiveness of these practices.…”

Section: True or Quasi-experiments?mentioning

confidence: 99%

“…highlights the last element of "STEM" -Mathematics. Stites et al (2020) conducted two interrelated studies to survey the availability of math-themed books in preschool classroom libraries. The results from the online survey (N = 150) and in-depth interviews (N = 8) with preschool teachers indicated that there were significantly fewer math-themed books in the classroom libraries compared with other STEM disciplines.…”

Section: Introductionmentioning

confidence: 99%

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Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences

Forbes

Yang

2020

Early Education and Development

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“…Children's trade books are ubiquitously available to families, teachers, and researchers who are increasingly being advised by authoritative sources to use them with children to support their mathematics learning (e.g., Hojnoski, et al, 2014;Hojnoski, et al, 2016;Stites, et al, 2021). Recently, a study of 250 preschool teachers confirmed the prevalence of such resources in that 92% had mathematics related books in their classroom (81% in the class library and another 11% alongside their math manipulatives; Stites, et al, 2021). Number-related books are the most common trade book involving mathematics, followed by shape-related books (Yilmaz Genc, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Field Guide to Whole Number Representations in Children’s Books

Nurnberger‐Haag

Scheurermann

McTeer

2021

IJEMST

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Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used a) one team documented every way 197 books represented numerical ideas and b) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning.

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Mathematics Learning Opportunities in Preschool: Where Does the Classroom Library Fit In?

Cited by 10 publications

References 56 publications

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences

A Field Guide to Whole Number Representations in Children’s Books

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