Ways that preservice teachers integrate children’s literature into mathematics lessons

Abstract

Children’s literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children’s literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a children’s literature book to explore a mathematical concept in three mathematics-focused lesson plans. The qualitative data analysis revealed that in planning mathematics lessons to incorporate children’s literature, preservice teachers tended to focus on basic approaches. Specifically, the preservice teachers most often used a book as context for review, to develop a concept, or to use with manipulatives. As a result, it is important for teacher educators to provide the opportunity for preservice teachers to learn more about the various ways of integrating literature and provide the necessary support for incorporating these strategies into their lessons.

Abstract

Reference

Journal

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Geographic Setting

Institutional Context

Certification Level

Programatic Focus

Research Location Context

Preservice Participants

Preservice Sample Size

Duration of Data Collection

Data Sources

Data Analysis Tools

Researcher Positionality

Research Questions

Categories

Comments