Picture Books as an Impetus for Kindergartners' Mathematical Thinking

Autor/inn/en	van den Heuvel-Panhuizen, Marja; van den Boogaard, Sylvia
Titel	Picture Books as an Impetus for Kindergartners' Mathematical Thinking
Quelle	In: Mathematical Thinking and Learning: An International Journal, 10 (2008) 4, S. 341-373Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Forschungsbericht; Picture Books; Young Children; Teaching Methods; Childrens Literature; Thinking Skills; Mathematical Logic; Mathematics Instruction; Reader Response; Cognitive Processes; Foreign Countries; Kindergarten; Learning Activities; Netherlands + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Denkfähigkeit; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Leserbrief; Cognitive process; Kognitiver Prozess; Ausland; Lernaktivität; Niederlande
Abstract	Although there is evidence that the use of picture books affects young children's achievement scores in mathematics, little is known about the cognitive engagement and, in particular, the mathematical thinking that is evoked when young children are read a picture book. The focus of the case study reported in this article is on the cognitive engagement that is facilitated by the picture books themselves and not on how this engagement is prompted by a reader. The book under investigation, "Vijfde zijn" [Being Fifth], is a picture book of high literary quality that was not written for the purpose of teaching mathematics. The story is about a doctor's waiting room and touches on backwards counting and spatial orientation only tacitly as part of the narrative. Four 5 year olds were each read the book by one of the authors without any questioning or probing. The reading sessions took place in school, outside the classroom. A detailed coding framework was developed for analyzing the children's utterances that provided an in-depth picture of the children's spontaneous cognitive engagement. Surprisingly, almost half the utterances were mathematics-related. The findings of the study support the idea that reading children picture books without explicit instruction or prompting has large potential for mathematically engaging children. (Contains 7 tables, 5 figures, and 9 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10