Research-Based Design and Use of Picture Books to Promote Children's Early Mathematical Learning

Abstract

Picture book reading can provide rich opportunities for learning across early development. In this chapter, the authors provide a conceptual model for understanding the ways in which children and caregivers typically read mathematical picture books and identify the ways in which books can be designed to promote mathematical learning. The model highlights two main components that influence whether a book will promote children's early mathematical learning: (1) the design of books themselves and (2) how readers use the picture books. From this, it suggests that mathematical picture books can be improved through intentional design to incorporate features that promote mathematics and through the strategic use of well-designed picture books by caregivers. This model can be used to guide the design of books, select among existing books that are most likely to align with evidence of educational effectiveness, and motivate future research on using books to promote children's early mathematics learning.

Exploring early mathematics through picturebooks: A case study in the context of Head Start

“…Head Start provides a thoughtful strengths-based context in which to learn about ECE-related topics as it seeks to not only support young children living in poverty, but also to empower their families (Bierman et al, 2015). As emphasized in 0’ Rear et al (2022), the book itself, but also the child, the reader, and how they interact all influence the learning outcomes, and our case study provides evidence to better understand these factors from the perspectives of Head Start participants, often absent from the literature. The next step should involve children—what would they say about exploring early mathematics through picturebooks?…”

“…School’s First Day of School ) while these areas were absent from the participant’s definition of early mathematics. Future investigations should focus on readers’ cognitive processes to better understand the mathematics content they see in a book as well as how they engage the young children with such content, as factors influencing learning outcomes include the book itself, but also the child, the reader, and their interactions as they explore the book together (0’ Rear et al, 2022).…”

“…In both contexts, a strategy to balance early mathematics and DAP consists of integrating mathematics with picturebooks (NAEYC & NCTM, 2010). Several studies have investigated the use of picturebooks with preschool-age children, in both classrooms (Hojnoski et al, 2016; Jacobi-Vessels et al, 2016) and the home (Barnes and Puccioni, 2017; Hojnoski et al, 2014; Purpura et al, 2021), emphasizing factors influencing the learning outcomes, such as the book itself, but also the child, the reader, and their interactions as they explore the book together (0’ Rear et al, 2022). However, in the context of DAP, both advantages and obstacles seem to emerge.…”

Features in children's counting books that lead dyads to both count and label sets during shared book reading

“…It is important to note that the current study investigated number talk in a very specific context-reading of number books. Although number books are an important context for structuring early mathematical learning (e.g., O'Rear et al, 2022), this provides just one context during which children can be exposed to important numerical information. Lastly, the sample was fairly homogeneous, with most parents in the study (>90%) self-identifying as white and being from the Midwestern United States.…”

“…Book features are important to consider given that there are a wide variety of counting books available for parents to choose from (Powell & Nurnberger‐Haag, 2015; Ward et al, 2017; see O'Rear et al, 2022 for a broader review of using research to design picture books for early math learning). For example, the ways in which number is represented within counting books differs across books.…”