Views of Pre-service Primary School Teachers About the Integration of Children's Literature in Mathematics Teaching

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

“…Because both pre-service and inservice teachers are concerned about the possibility of moving away from the focus of the mathematics course in integrated courses where mathematics and literature are integrated (Durmaz, 2018;Prendergast et al, 2019) even though they have positive views on integration, which will increase students' interest, motivation, etc. Can et al, 2020). Therefore, the study results addressing these points also ensure to understand the beliefs behind the actions/intentions of teachers as the tasks presented in the instructional processes are influenced by the teacher's knowledge, attitudes, beliefs, goals, aims, and obstacles related to these tasks (Sullivan et al, 2012).…”

“…Regrettably, both pre-service and in-service teachers make use of integration superficially. To exemplify, pre-service teachers benefit from integration as reinforcement, while teachers for the introduction or evaluation part of the lesson (Can et al, 2020;Rogers et al, 2015). Such practices, conducted without aligning the entire course, can be considered ineffective integration (Rogers et al, 2015).…”

“…Such practices, conducted without aligning the entire course, can be considered ineffective integration (Rogers et al, 2015). Another ineffective practice is focusing on the subject rather than the quality of the books during the integration process, which is frequently encountered (Can et al, 2020;Cooper et al, 2020). Besides, both pre-service and in-service teachers attached less importance to the contributions of integration in terms of the cognitive domain by prioritizing the affective domain; moreover, they indicated that this practice is more suitable for younger children and basic mathematical skills (Farrugia & Trakulphadetkrai, 2020;Larkin & Trakulphadetkrai, 2019).…”

“…With this framework, Edelman (2017) drew attention to the fact that no matter how qualified books are chosen for the integration of children's literature in mathematics teaching, they cannot save the process alone if the teacher's content knowledge is insufficient. Studies conducted in the context of competences revealed that both inservice and pre-service teachers used integration as an introductory activity to attract more attention, so they need more practice and guidance on different and rich ways of integration (Can et al, 2020;Edelman, 2017;Edelman et al, 2019;Farrugia & Trakulphadetkrai, 2020;Rogers et al, 2015). Thus, it is recommended to model different ways of integration in teacher education programs, to conduct discussions on them, and offer the opportunity to observe an integrated mathematics lesson by asking pre-service teachers to prepare lesson plans in which they use different ways of integration (Rogers et al, 2015).…”

Analysis of Mind and Intelligence Games for Primary School Mathematics Curriculum Learning Outcomes

“…It is hoped that this study will benefit teachers t find which intelligence game can be used for which learning outcome. When the research studies about Intelligence Games Lesson Program at the secondary level are examined, it is seen that they focus on teachers' opinions about the Intelligence Games Lesson Curriculum and the intelligence games lesson, the effects of intelligence games on primary and secondary school students, and pre-service teachers, primary school students' attention level, values education and special education, in-service teachers' views on the process and studies on intelligence games, and literature reviews (Adalar, 2017;Altun, 2019;Bas et al, 2020;Bottino et al, 2013;Cagir & Oruc, 2020); Can, 2020;Cilingir Altiner, 2018;Dagli, 2020;Demı ̇rkaya & Masal, 2017;Devecioglu & Karadag, 2014.;Dokumaci Sutcu, 2021a;Ekici et al, 2017;Ergun & Gozler, 2020;Gencay et al, 2019;Kula, 2020;Kuzu & Durna, 2020;Sadikoglu, 2017;Sahin, 2019;Sargin & Tasdemir, 2020;Saygi & Alkas Ulusoy, 2019;Yilmaz & Yildiz Ikikardes, 2020). However, to the best of the researcher's knowledge, no studies are analyzing the relationship between mind and intelligence games and Primary School Mathematics Curriculum learning outcomes.…”