Picture Books Stimulate the Learning of Mathematics

Heuvel–Panhuizen, Marja van den; Boogaard, Sylvia van den; Doig, Brian

doi:10.1177/183693910903400305

Cited by 53 publications

(32 citation statements)

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“…The use of storytelling in teaching mathematics can spark students' interest, reduce their anxiety, engage them in the educational process (Zazkis & Liljedahl, 2009;O'Neill, Pearce, & Pick, 2004;Casey, Kersh, & Young, 2004) and provide an alternative explanation of a mathematical idea or principle (Koellner, Wallace, & Swackhamer, 2009). Storytelling supports memory, provides learning motivation (Van den Heuvel-Panhuizen, Boogaard & Doig, 2009;Mink & Fraser, 2005;Bintz, Moore, Wright, & Dempsey, 2011;Jennings, Jennings, Richey, & Dixon-Krauss, 1992;Young, 2001) and improves analytical skills. Teachers can use stories to introduce, explain and discuss mathematical concepts in a memorable way (Zazkis & Liljedahl, 2009).…”

Section: Advantages Of Using Storytelling In Teaching Mathematicsmentioning

confidence: 99%

“…It seems that the use of storytelling has enhanced these students' interest and motivations (Van den Heuvel-Panhuizen, Boogaard, & Doig, 2009;Mink & Fraser, 2005;Bintz et al, 2011;Jennings et al, 1992;Young, 2001). According to U.S. Department of Education (1986, p. 23), "even students with low motivation and weak academic skills are more likely to listen, read, write, and work hard in the context of storytelling".…”

Section: Effect Of Storytelling On Student Performance In Fractionsmentioning

confidence: 99%

“…The use of storytelling in teaching mathematics allowed students to approach mathematical concepts in a learning environment with rich stimuli that contributed to conceptual understanding of mathematical concepts (Capraro & Capraro, 2006a;Van den Heuvel-Panhuizen, Boogaard, & Doig, 2009;Whitin & Whitin, 2001). Students who have difficulty in mathematical concepts can benefit from a didactic approach that is often more entertaining and less intimidating (Price, 2009).…”

Section: Effect Of Storytelling On Specific Mathematical Skillsmentioning

confidence: 99%

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The Effect of Using Storytelling Strategy on Students’ Performance in Fractions

Lemonidis¹,

Kaiafa²

2019

JEL

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Research findings in the field of Mathematics Education emphasize that storytelling is an effective instructional tool in the teaching of mathematics, as it provides a meaningful context that attracts students’ interest and makes learning a pleasant process. The use of stories and fairy tales in the teaching of mathematics motivates students to learn and provides students with an authentic context to understand mathematical concepts and procedures. It is a clear way to incorporate mathematics into other, broader cognitive domains and promotes mathematical discussion in the classroom. The main purpose of this study was to investigate the role that the use of storytelling can play in teaching fractions to third grade students. The study sample consisted of 76 third graders, who attended two primary schools in the city of Florina (Greece). This sample was divided into experimental (n=38) and control (n=38) group. In this study target-focused teaching stories were used. These stories were written in accordance with the objectives of a new Curriculum for rational numbers teaching. The study results showed that the use of storytelling had a positive effect on students’ achievement in fractions, as the experimental group performed significantly better than the control group. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.

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Section: Advantages Of Using Storytelling In Teaching Mathematicsmentioning

confidence: 99%

Section: Effect Of Storytelling On Student Performance In Fractionsmentioning

confidence: 99%

Section: Effect Of Storytelling On Specific Mathematical Skillsmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Using Storytelling Strategy on Students’ Performance in Fractions

Lemonidis¹,

Kaiafa²

2019

JEL

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“…We selected "Big Discovery of Circuit" and "Travel of Little Raindrop" as the axis to deliver natural science knowledge on "electricity" and "water". [31] further claimed that children aged 4-6 are in the initial stage of developing self-concept, and picture books related to living and psychological growth can be offered for the children to understand themselves, and further facilitate the positive development of children, others, and environment. Students aged 6-8 have rich imagination, and they love mythology, fairy tales, and interesting literary picture books.…”

Section: Related Literaturementioning

confidence: 99%

Parent-child Interactions during Co-reading Natural Science Storybooks

Chu-Chiao¹,

Cheng²,

Chou³

2016

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In an age with rapid development of science and technology, how to cultivate the young generation's scientific literacy becomes extremely important. The study aims to investigate the dynamic process of parent-child co-reading natural science storybooks. Through children's exploring and experimenting daily life science with parents' scaffolding in five reading strategies, including Predictive Strategies, Connective Strategies, Summary Strategies, Summary for Them Strategies, and Note Taking Strategies, the integrated information and analysis results were as follows: First, children with different learning styles had different strategies to read science books. Next, parents need to select appropriately tailor-made reading strategies to enhance children's reading motivation. Thirdly, parent-child co-reading strategies do help improving the children's scientific literacy; children hence had higher interest in absorbing and applying to natural science knowledge, ability as well as more positive attitude towards exploring science.

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“…Rezultat je v skladu z raziskavami, ki poudarjajo pomembnost takih slikanic. Van den Heuvel-Panhuizen, Van de Boogaard inDoig (2009) ugotavljajo, da so otroci po branju slikanic, ki niso bile napisane za poučevanje matematike, spontano dajali izjave, ki so bile povezane z matematiko. Opisujeta pogovor otrok, ki vključuje omenjanje kardinalnosti skupin, uporabo kvantifikatorjev, kot je npr.…”

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