Ways that Preservice Teachers Integrate Children's Literature into Mathematics Lessons

Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

doi:10.1080/08878730.2015.1038493

Cited by 12 publications

(14 citation statements)

References 11 publications

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“…There is general consensus in the literature that there are many benefits associated with using story picture books to teach mathematical concepts and skills, including the facilitation of mathematical language and communication (e.g., Capraro & Capraro, 2006;Edelman et al, 2019;Stites et al, 2020). Story picture books have the potential to motivate children, stimulate interest, provide a context for using mathematics to solve problems (NCTM, 2018), to develop mathematical skills, and to explore and investigate mathematical concepts (e.g., Rogers et al, 2015). In order for these benefits to be realised in the classroom, the use of children's literature as a pedagogical approach needs to be adopted by schools and teachers.…”

Section: Introductionmentioning

confidence: 99%

Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

Livy

Muir

Trakulphadetkrai

et al. 2021

J Math Teacher Educ

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This qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children’s literature, research into teachers’ perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children’s literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children’s literature to enrich their mathematics teaching.

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Section: Introductionmentioning

confidence: 99%

Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

Livy

Muir

Trakulphadetkrai

et al. 2021

J Math Teacher Educ

View full text Add to dashboard Cite

show abstract

“…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).…”

Section: Children's Literature and Mathematics Integrationmentioning

confidence: 99%

“…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). 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).…”

Section: Children's Literature and Mathematics Integrationmentioning

confidence: 99%

“…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).…”

Section: Teacher Competencesmentioning

confidence: 99%

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

Durmaz

2022

Kuramsal Eğitimbilim

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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

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“…Teacher educators should also devise support mechanisms for preservice teachers to learn various ways to incorporate children's literature into mathematics lessons (Rogers et al, 2015). As Hillman (2000) recommends, solid connections must be made between the mathematical concepts and the accompanying mathematics learning designs to promote mathematics achievement outcomes among students.…”

Section: Practicementioning

confidence: 99%

The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

Jett

2018

JoSoTL

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In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

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Ways that Preservice Teachers Integrate Children's Literature into Mathematics Lessons

Cited by 12 publications

References 11 publications

Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

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

The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

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