Developing a Framework for the Evaluation of Picturebooks That Support Kindergartners' Learning of Mathematics

Autor/inn/en	van den Heuvel-Panhuizen, Marja; Elia, Iliada
Titel	Developing a Framework for the Evaluation of Picturebooks That Support Kindergartners' Learning of Mathematics
Quelle	In: Research in Mathematics Education, 14 (2012) 1, S.17-47 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2012.657437
Schlagwörter	Kindergarten; Mathematics Education; Mathematics Instruction; Picture Books; Instructional Material Evaluation; Delphi Technique; Specialists; Childrens Literature; Guidelines; Selection Criteria; Scoring Rubrics; Teaching Methods; Test Construction; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Picture book; Bilderbuch; Delphi-Methode; 'Children''s literature'; Kinderliteratur; Richtlinien; Selection criterion; Auslesekriterium; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Ausland; Dänemark
Abstract	The purpose of this study was to investigate what experts in the use of picturebooks in mathematics education consider powerful characteristics of such books in the support of young children's learning of mathematics. The study started by investigating experts' views of such characteristics, as reflected in academic and professional publications on the use of picturebooks in mathematics education. This resulted in a first version of a framework of learning-supportive characteristics of picturebooks. In the second part of the study the framework was refined, and its tenability was tested through a four-round Delphi method, in which seven experts were asked to comment on, and work with, the framework when evaluating three picturebooks. The experts' evaluations of these books showed that a larger number of learning-supportive characteristics were identified when using the framework than when not using it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01