So, Here's the Story

Columba, Lynn

doi:10.5951/teacchilmath.19.6.0374

Cited by 2 publications

(1 citation statement)

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“…Picture books captivate children's interest in mathematics, help them to make mathematical connections because it provides visualizations of mathematical concepts in the form of illustrations (Shatzer, 2008;Whitin & Whitin, 2004) and make context for learning mathematics' terms. (Columba, 2013;Golden, 2012;Whitin & Whitin, 2011). The research results show that picture books contribute to a better, more complete and more universal use of mathematical vocabulary and improve communication (Jennings et al, 1992;Golden, 2012;Kurz & Bartholomew, 2012;Ward, 2005), then contribute to better mathematical achievement (Hong, 1996), improve attitudes towards mathematics (Burns, 2010;Tucker, et al, 2010).…”

Section: Picture Books In the Function Of Mathematical Educationmentioning

confidence: 99%

The Role of Literary Content for Children in Preschool Mathematics Education

Maričić

Stakić

Malinović-Jovanović

2017

EURASIA J MATH SCI T

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In this paper, authors point out the need and possibilities of integrating content from literature for children into the process of preschool mathematics education. On concrete examples of various forms of literature for children (picture book, poetic text, story, fairy tale, numerator) point out the role of these contents in the process of learning and building mathematical concepts in preschool mathematical education. The contents from literary for children are viewed as a starting point in the work on mathematical education activities whose role is to create a real-life context, which is close to the child, in which the child is accustomed, in which the child is motivated to participate, as content that excites curiosity and interest in learning of abstract mathematical concepts, and which visualizes mathematical concepts and helps crossing from concrete performances to abstract mathematical performances.

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