Supporting Math Skills with Children's Stories

Kurz, Terri L.; Bartholomew, Barbara

doi:10.1080/00228958.2012.734017

Cited by 9 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, taking mathematical concepts and recasting them into narratives can be a powerful means of communicating and retaining mathematical knowledge (Moyer 2000). This is important as children are often unable to recognise the usefulness of mathematics in their own lives (Kurz and Bartholomew 2012). However, Whittin and Wilde (1992) note that children's literature can provide a meaningful context for learning.…”

Section: Children's Literature and Mathematicsmentioning

confidence: 99%

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

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.

show abstract

Section: Children's Literature and Mathematicsmentioning

confidence: 99%

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

“…(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). However, the research shows that their representation in the process of mathematics education is low (Van den Heuvel-Panhuizen, et al, 2016).…”

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

View full text Add to dashboard Cite

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.

show abstract

Are simpler math stories better? Automatic readability assessment of GAI‐generated multimodal mathematical stories validated by engagement

Li,

Xing,

et al. 2024

Brit J Educational Tech

View full text Add to dashboard Cite

Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text‐image coherence and textual readability. Using GAI‐generated stories for grades 3 to 5 from the US math story learning platform Read Solve Create (RSC), we extracted features related to multimodal semantics and text readability. We then analysed the correlation between these features and student engagement levels, measured by average reading time per story (behavioural engagement) and average drawing tool usage per story (cognitive engagement), derived from browsing logs and interaction metrics on the platform. Our findings reveal that textual features such as conjunctive adverbs, sentence connectors, causal connectives and simplified vocabulary positively correlate with behavioural engagement. Additionally, higher semantic similarity between text and images, as well as the number of operators in the stories, is associated with increased cognitive engagement. This study advances the application of GAI in mathematics education and offers novel insights for instructional material design. Practitioner notesWhat is already known about this topic Mathematical stories can enhance students' motivation and interest in mathematics, leading to improved academic performance. Generative artificial intelligence (GAI) has been increasingly employed to create multimodal educational content, including mathematical stories with accompanying images, to address content creators' resource constraints. Prior readability research has primarily focused on the analysis of text‐based educational content, with less emphasis on the integration and analysis of visual elements. What this paper adds Introduces a novel automated multimodal readability assessment method that evaluates the coherence between text and images and the readability of text in GAI‐generated mathematical stories. Identifies specific story features, such as the more frequent use of three types of conjunctions (adversative conjunctions, common sentence conjunctions and logical conjunctions) and vocabulary simplicity that correlate with student engagement. Implications for practice and/or policy Educators and curriculum developers are encouraged to utilise automated multimodal readability assessment tools to analyse and refine GAI‐generated educational content, aiming to enhance student engagement and learning experience. Suggestions for the design of educational content includes the consideration of identified readability features that correlate with higher engagement. Caution should be exercised in handling the association between images and text considering the cognitive load of the instructional materials.

show abstract

Supporting Math Skills with Children's Stories

Cited by 9 publications

References 5 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

The Role of Literary Content for Children in Preschool Mathematics Education

Are simpler math stories better? Automatic readability assessment of GAI‐generated multimodal mathematical stories validated by engagement

Contact Info

Product

Resources

About