Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools

2013 ◽  
Vol 46 (3) ◽  
pp. 325-348 ◽  
Author(s):  
Jacqueline Leonard ◽  
Cara M. Moore ◽  
Wanda Brooks
Keyword(s):  
Children's Literature ◽  
Urban Schools ◽  
Children’S Literature ◽  
Cultural Relevance ◽  
Teaching Mathematics ◽  
Multicultural Children's Literature

A Portrait of Chinese Culture: Investigating Perceptions Presented in Children's Books

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Rebecca M. Giles ◽  
Susan F. Martin ◽  
Vitulli Paige
Keyword(s):  
Children's Literature ◽  
Multicultural Education ◽  
Chinese Culture ◽  
Teacher Educators ◽  
Children’S Literature ◽  
Evaluation Tool ◽  
Cultural Authenticity ◽  
Ethnic Chinese ◽  
Urban Educators ◽  
Multicultural Children's Literature

AbstractAdministrators, librarians, parents, teachers, and teacher educators need to be familiar with quality multicultural children's literature as a means of helping children develop an understanding of others as well as affirming their own diverse backgrounds. In this study, 31 fictional picture books identified as containing representations of ethnic Chinese or their culture were examined for literary quality and cultural authenticity. Six reviewers (three Chinese and 3 American) independently evaluated each book using a revised 10-item version of the Multicultural Children's Literature Evaluation Tool (Higgins, J. J. (2002). Multicultural children's literature: creating and applying an evaluation tool in response to the needs of urban educators. New Horizons in Education. Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/multicultural-childrens-literature/index.html) with the highest possible score being 30. Results indicated good interrater reliability with the mean score of the Chinese and American reviewers differing by less than 5 points for 24 books (80 %). Three books received a mean score of 30 by at least one group of reviewers, and three books received a mean score of below 19 by at least one group of reviewers. With results of studies such as this one at their disposal, adults are better prepared to select quality, culturally authentic literature to share with children.

Teaching mathematics with children’s literature in Finland

2016 ◽  
Vol 8 (4) ◽  
pp. 253
Author(s):  
Miikka Wikholm ◽  
Juli-Anna Aerila
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Mathematics Teaching ◽  
Basic Education ◽  
Mother Tongue ◽  
Mathematics Learning ◽  
Children’S Literature ◽  
Teaching Mathematics ◽  
Teacher Trainees ◽  
Teachers Beliefs

The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

scholarly journals What Can Danish Multicultural Children’s Literature and African American Children’s Literature Learn from Each Other?

Barnboken ◽  
2020 ◽  
Author(s):  
Nadia Mansour ◽  
Michelle H. Martin
Keyword(s):  
African American ◽  
Children's Literature ◽  
Multicultural Education ◽  
Children’S Literature ◽  
Multicultural Literature ◽  
The United States ◽  
Multicultural Children's Literature ◽  
African American Children's Literature ◽  
Literary Histories ◽  
Definition Of

In its pedagogical context, multicultural literature is defined as an instrument for multicultural education that seeks to include and raise the voices of historically silenced and invisible minorities in the school curriculum.The contemporary American definition of multicultural literature emphasizes #OwnVoices and elevates authentic stories from insider perspectives, while in Denmark, no clear line is drawn between the author’s background and the literary content when categorizing multicultural literature that depicts minorities’ experiences. In this article, an African American scholar and a Danish scholar will put Danish and African American children’s literary histories in dialogue with one another and ask what Danish multicultural literature can learn from existing definitions within American multicultural and African American children’s literature, formulated by Rudine Sims Bishop, Mingshui Cai, and Michelle H. Martin. They will also address what literary movements and practices might be adapted to facilitate a more welcoming space for minority stories in Danish literature. In the United States, lively conversations are occurring about insiders vs. outsiders, #OwnVoices, and stereotypes; what are the implications for Danish children’s literature? The writers will analyze recently published works from each country that depicts the lives of minoritized people such as Özlem Cekic and Dorte Karrebæk’s Ayse får en lillebror (2018) and Derrick Barnes and Gordon C. James’s Crown: An Ode to the Fresh Cut (2017). This comparative analysis will highlight how marginalized and silenced voices bring new perspectives and fresh ideas into the cultural conversations of each country that would otherwise go unrepresented in children’s literature.  

scholarly journals A educação matemática inclusiva em livros do 1º ano do ensino fundamental no Pnaic

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Katiane Monteiro Freire Oliveira ◽  
Edvonete Souza de Alencar
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
First Year ◽  
Teaching Mathematics ◽  
Literature Teaching ◽  
Verbal Language ◽  
Palabras Clave ◽  
The Right ◽  
National Pact

<p>Este trabalho tem por objetivo mapear os livros de literatura infantil no ensino da matemática inclusiva do 1º ano do ensino fundamental do Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) de 2013-2015. Realizamos a leitura na íntegra de todos os livros e fizemos fichamentos buscando trazer uma reflexão sobre a prática da literatura infantil como recurso metodológico. Ao realizarmos as leituras das obras, identificamos três categorias: livros com rimas; livros que apresentam linguagem não verbal e livros sobre o meio ambiente. Percebemos a importância da literatura infantil para o ensino-aprendizagem dos alunos e como pode ser utilizada como recurso metodológico.</p><p><strong>Palavras-chaves</strong></p><p>Literatura infantil. Ensino. Matemática e inclusão.</p><p> </p><p><strong>Inclusive Mathematics Education in Books of the First Year of Primary Education in the PNAIC</strong></p><p><strong>Abstract</strong></p><p>This work aims to map the books of children’s literature for the teaching of inclusive mathematics in the first year of primary education that are listed in the National Pact for Literacy at the Right Age (PNAIC) from 2013- 2015. We read all the books listed and took systematic notes on each of them in order to propose a reflection on children’s literature as a methodological resource. By reading the works, we identify three categories: books with rhymes; books which present non-verbal language; and books on the environment. We realized the importance of children’s literature for teachinglearning and how it can be used as a methodological resource.</p><p><strong>Keywords</strong></p><p>Children’s literature. Teaching. Mathematics and inclusion.</p><p> </p><p><strong>La educación matemática inclusiva en libros del 1.er año de la enseñanza básica en el Pnaic </strong></p><p><strong>Resumen</strong></p><p>Este trabajo tiene como objetivo mapear los libros de literatura infantil en la enseñanza de las matemáticas inclusivas del 1.er año de la enseñanza básica del Pacto Nacional por la Alfabetización a la Edad Adecuada (Pnaic) de 2013-2015. Realizamos una lectura completa de todos los libros e hicimos fichas bibliográficas con el fin de suscitar una reflexión sobre la práctica de la literatura infantil como recurso metodológico. Al leer las obras, identificamos tres categorías: libros con rimas, libros que presentan un lenguaje no verbal y libros sobre el medioambiente. Percibimos la importancia de la literatura infantil para la enseñanza-aprendizaje de los alumnos y cómo puede utilizarse como recurso metodológico.</p><p><strong>Palabras clave</strong></p><p>Literatura infantil. Enseñanza. Matemáticas e inclusión.</p>

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