Supporting Multiple Literacies: Parents' and Children's Mathematical Talk within Storybook Reading

Autor/inn/en	Anderson, Ann; Anderson, Jim; Shapiro, Jon
Titel	Supporting Multiple Literacies: Parents' and Children's Mathematical Talk within Storybook Reading
Quelle	In: Mathematics Education Research Journal, 16 (2005) 3, S.5-26 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Young Children; Mathematical Concepts; Literacy; Childrens Literature; Story Reading; Vocabulary Development; Metropolitan Areas; Reading Aloud to Others; Foreign Countries; Cultural Pluralism; Classification; Mathematics; Dialogs (Language); Physical Characteristics; Parent Child Relationship + Suchen Sie Ihr Suchwort? Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; 'Children''s literature'; Kinderliteratur; Wortschatzarbeit; Ballungsraum; Ausland; Kulturpluralismus; Classification system; Klassifikation; Klassifikationssystem; Mathematik; Dialog; Dialogs; Dialogue; Dialogues; Körperliche Erscheinung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The purpose of this study was to explore how parents and their young children attended to mathematical concepts as they engaged in shared book reading. Thirty-nine parents and their 4-year-old children from a culturally diverse metropolitan area were videotaped as they read "Mr. McMouse" (Lionni, 1992) and "Swimmy" (Lionni, 1963). Shared reading episodes were transcribed in their entirety and the data were coded according to a scheme developed by the authors (Anderson, Anderson, & Shapiro, 2004). All families except one engaged in mathematical talk although there was considerable diversity in terms of the amount of talk and the ways in which mathematical concepts were shared. The concept of size arose most frequently, next was different aspects of number, while shape occurred relatively infrequently. Results suggest that shared book reading holds considerable potential for parents to draw attention to mathematical vocabulary and concepts. (Contains 1 table and 2 appendices.) (Author).
Anmerkungen	Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10