The Picture Book and its Role in Preschool Mathematics Education
Abstract
The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.
Downloads
References
Anderson, A., Anderson J., and Shapiro, J. (2004). Mathematical Discourse in Shared Storybook Reading. Journal for Research in Mathematics Education, 35(1), 5–33, https://doi.org/10.230–7/30034801
Batić, J., and Haramija, D. (2019). Slikanice v prvem starostnem obdobju. In: S. Čotar Konrad, B. Borota, S. Rutar, K. Drljić, and G. Jelovčan (Eds.), Vzgoja in izobraževanje predšolskih otrok prvega starosnega obdobja (pp. 245-262). Koper: Založba Univerze na Primorskem.
Björklund, C., and Palmér, H. (2020). Preschoolers’ reasoning about numbers in picture books. Mathematical Thinking and Learning, 22(3), 195–213, https://doi.org/10.1080/1098606–5.2020.1741334
Bragg, L. A., Koch, J., and Willis, A. (2013). Once upon a time: children’s literature and mathematics. In: A. McDonough, A. Downton, and L. Bragg, (Eds.), Mathematics of Planet Earth (pp. 13–22). Brunswick, Victoria: The Mathematical Association of Victoria.
Can, D., Ozer, A., and Durmaz, B. (2020). Views of Pre-service Primary School Teachers About the Integration of Children’s Literature in Mathematics Teaching. International Journal of Progressive Education, 16(4), 99–114. https://doi.org/10.29329/ijpe.2020.268.7
Caseya, B., Erkut, S., Ceder, I., and Mercer Young, J. (2008). Use of a storytelling context to improve girls’ and boys’ geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29–48, https://doi.org/10.1016/j.appdev.2007.10.005
Columba, L., Kim, C. Y., and Moe, A. J. (2005). The Power of Picture Books in Teaching Math & Science. Grades PreK-8. Scottsdale, AZ: Holcomb Hathaway.
Crvenkapa (2010). Loznica: Mladost.
Đokić, O., and Trmčić, M. (2012). O motivaciji i učenju geometrije na predškolskom periodu. In: N. Vulović (Ed.), Metodički aspekti nastave matematike II (pp. 183–198). Jagodina: Fakultet pedagoških nauka.
Elia, I., Van den Heuvel‐Panhuizen, M., and Georgiou, A. (2010). The role of pictures in picture books on children's cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 275–297, https://doi.org/10.1080/1350293X.2010.500054
Flevares, L. M., and Schiff, J. R. (2014). Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in Psychology, 459(5), 1–12.
Jenkins, K. (2010). Positioning Picture Books within the Mathematics Curriculum. Australian Primary Mathematics Classroom, 15(2), 28–32.
Kopas-Vukašinović, E., and Stojanović, B. (2012). Razvijanje matematičkih pojmova u predškolskoj ustanovi i školi. In: Vulović, Nenad (Ed.), Metodički aspekti nastave matematike II (pp. 169–181). Jagodina: Fakultet pedagoških nauka.
Lovitt, C., and Clarke, D. (1992). The Mathematics Curriculum and Teaching Program (MCTP): Professional development package activity bank (Vol. 2). Carlton, Victoria: Curriculum Development Corporation.
Marendić, Z. (2009). Teorijski okvir razvoja matematičkih pojmova u dečjem vrtiću. Metodika, 10 (18), 129–141.
Maričić, S., Maksimović, J., and Stakić, M. (2018a). Use of the Picture Book in Teaching Mathematics and Serbian Language to Children with Learning Disabilities. In: T. Štembeger, S. Čotar Konrad, S. Rutar, and A. Zakelj (Eds.), Oblikovanje inovativnih učnih okolij (pp. 395–413). Koper: Založba Univerze na Primorskem.
Maričić, S., and Purić, D. (2008). Poetski tekst kao integrativni elemenat aktivnosti vaspitača u razvoju govora I matematičkih pojmova. Zbornik radova Učiteljskog fakulteta, XI (10), 203–214.
Maričić, S., Stakić, M., and Malinović-Jovanović, N. (2018b). The Role of Literary Content for Children in Preschool Mathematics Education. Eurasia Journal of Mathematics, Science & Technology Education, 14(2), 631–642, https://doi.org/10.12973/ejmste/80627
McDonald, S., and Rasch, S. (2004). Picture Books+ Math= Fun. Book Links, 14(2), 9–14.
Mlinarek, R. (Ed.) (2005). Psić. Egmont.
Murphy, S. J. (2000). Children’s Books About Math: Trade Books That Teach. New Advocate, 13(4), 365–74.
Murphy, M., Mazzocco, M., Hanich, L., and Early, M. (2007). Cognitive Characteristics of Children with Mathematics Learning Disability (MLD) Vary as a Function of the Cutoff Criterion Used to Define MLD. Journal of Learning Disabilities, 40(5), 458–478.
O’Neill, D., Pearce M., and Pick, J. (2004). Preschool Children’s Narratives and Performance on the Peabody Individualized Achievement Test – Revised: Evidence of a Relation between Early Narrative and Later Mathematical Ability. First Language, 24(2), 149–183.
Petrović, T. (2014). Vizuelna poetska forma (Slika, slikovnica, strip, igra znacima). Detinjstvo, XV (1), 110–118.
Peyo, C. (2009). Štrumpfovska pesma. Beograd: Evro Giunti.
Skoumpourdi, C., and Mpakopoulou, I. (2011). A Picture Book for Pre-Formal Geometry. Early Childhood Education Journal, 39(3), 197–206, DOI:10.1007/s10643-011-0454-0
Snow White and the Seven Dwarfs (1998). Beograd: Evro.
Strouse, G. A., Nyhout, A., and Ganea, P. A. (2018). The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts. Frontiers in Psychology, 9(50) 1–14. https://doi.org/10.3389/fpsyg.2018.00050
Šagud, M., and Petrović Sočo, B. (2014). Playing – Medium for Understanding, Interpreting and Transforming Immediate Reality. Croatian Journal of Education, 16 (1), 279-289.
Tucker, C., Boggan, M., and Harper, S. (2010). Using children’s literature to teach measurement. Reading Improvement, 47(3), 154–161.
Van den Heuvel-Panhuizen, M., and Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17–47. https://doi.org/10.1080/14794802.2012.657437
Van den Heuvel-Panhuizen, M., and Elia I. (2013). The Role of Picture Books in Young Children’s Mathematics Learning. In: L. D. English, and J. T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning. Advances in Mathematics Education (pp. 227–251). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6440-8_12
Van den Heuvel-Panhuizen, M., Elia, I., and Robitzsch, A. (2014). Learning Mathematics with Picture Books. In C. Nicol, S. Oesterle, P. Liljedahl, and D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 5 (pp. 313–320). Vancouver, Canada: PME.
Van den Heuvel-Panhuizen, M., Elia, I., and Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psyshology, 36(2), 323–346. https://doi.org/10.1080/01443410.2014.963029
Van den Heuvel-Panhuizen, M., and Iliada, E. (2011). Kindergartener’s performance in length measurement and the effect of picture book reading. ZDM Mathematics Education, 43, 621–635.
Van den Heuvel-Panhuizen, M., and Van den Boogaard, S. (2008). Picture Books as an Impetus for Kindergartners’ Mathematical Thinking. Mathematical Thinking and Learning, 10(4) 341–373, https://doi.org/10.1080/10986060802425539
Van den Heuvel-Panhuizen, M., Van den Boogaard, S., and Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(2), 30–39, https://d–oi.org/10.1177/183693910903400305
Ward, J. M., Mazzocco, M. M., Bock, A. M., and Prokes, N. A. (2017). Are content and structural features of counting books aligned with research on numeracy development? Early Childhood Research Quarterly, 39, 47–63, https://doi.org/10.1016/j.ecresq.2016.10.002
Wilburne, J. M., and Napoli, M. (2008). Connecting Mathematics and Literature: An Analysis of Pre-service Elementary School Teachers’ Changing Beliefs and Knowledge, Issues in the Undergraduate Mathematics Preparation of School Teachers, 2, https://files.eric.ed.gov/fulltext/E–J835505.pdf
Copyright (c) 2023 Jerneja Herzog
This work is licensed under a Creative Commons Attribution 4.0 International License.