A Field Guide to Whole Number Representations in Children's Books

Autor/inn/en	Nurnberger-Haag, Julie; Scheuermann, Amy; McTeer, Janis S.
Titel	A Field Guide to Whole Number Representations in Children's Books
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 9 (2021) 4, S.697-727 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nurnberger-Haag, Julie) ORCID (Scheuermann, Amy) ORCID (McTeer, Janis S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Childrens Literature; Books; Mathematics Instruction; Mathematical Concepts; Numbers; Early Childhood Education; Numeracy; Symbols (Mathematics); Visual Aids; Pictorial Stimuli; Picture Books; Fiction; Kinesthetic Perception; Auditory Stimuli + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Mathematics lessons; Mathematikunterricht; Zahlenraum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rechenkompetenz; Anschauungsmaterial; Fantasieanregung; Picture book; Bilderbuch; Fiktion; Kinaesthetic perception; Ästhetische Wahrnehmung; Auditive Stimulation
Abstract	Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used: (1) one team documented every way 197 books represented numerical ideas; and (2) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01