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 Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

2021 ◽  
Author(s):  
Sharyn Livy ◽  
Tracey Muir ◽  
Natthapoj Vincent Trakulphadetkrai ◽  
Kevin Larkin
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Pedagogical Knowledge ◽  
Perceived Barriers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Teaching And Learning

AbstractThis qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children’s literature, research into teachers’ perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children’s literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children’s literature to enrich their mathematics teaching.

scholarly journals Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning

2021 ◽  
Author(s):  
Der Ching Yang ◽  
Iwan Andi Jonri Sianturi ◽  
Chia Huang Chen ◽  
Yi-Wen Su ◽  
Natthapoj Vincent Trakulphadetkrai
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Organizational Behavior ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Perceived Barriers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Teaching And Learning

AbstractThis study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in Organizational Behavior and Human Decision Processes, 50, 179–211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers’ intention to integrate children’s literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

LITERATURA INFANTIL Y GÉNEROS TEXTUALES: LA CONTRIBUCIÓN DE LAS FÁBULAS A LA ENSEÑANZA DE LA CIENCIA EM LOS PRIMEROS AÑOS DE LA EDUCACIÓN FUNDAMENTAL

PARADIGMA ◽  
2020 ◽  
pp. 384-408
Author(s):  
Letícia Ferreira Ferreira ◽  
Lucila Akiko Nagashima
Keyword(s):  
Children's Literature ◽  
Science Teaching ◽  
Qualitative Data ◽  
Basic Education ◽  
Children’S Literature ◽  
Early Years ◽  
Science Content ◽  
French Writer ◽  
Jean De La Fontaine ◽  
Text Genre

La presente investigación buscó articular a la literatura infantil algunas de las características de la enseñanza de animales y ciencias basadas en referencias teóricas de literatura y educación antropológica. Por lo tanto, para el desarrollo de la investigación, partimos de la siguiente indagación: "¿Cómo pueden los maestros asociar la enseñanza de las ciencias com las narraciones literarias trabajadas em el aula?" Con este fin, se llevó a cabo una investigación empírica y cualitativa enfatizando las contribuciones de las fábulas a la enseñanza de la ciencia em los primeros años de la Educación Primaria. Teniendo em cuenta el papel lúdico de este género textual, sus características estimulantes para la literatura y las transposiciones imaginarias y didácticas se llevaron a cabo com la interpretación de esta narrativa como facilitador de la enseñanza de las ciencias em la serie inicial de Educación Básica. Se determinaron dos fábulas para el desarrollo del estudio: "El león y el ratón" y "La cigarra y las hormigas", ambas por Esopo y transcritas por el escritor francés Jean de La Fontaine. Los datos cualitativos fueron analizados y recopilados de la representación artística a través del dibujo del niño y sus consideraciones sobre el estudio. El análisis de los datos cualitativos y los resultados obtenidos muestran que los estudiantes se sorprendieron al encontrar contenido de ciencias en textos característicos de la Lengua Portuguesa.Palabras clave: Enseñanza de las Ciencias. Literatura Infantil. Transposición Didáctica. Fábulas.Literatura Infantil e Gêneros Textuais: A Contribuição das Fábulas para o Ensino de Ciências nos Anos Iniciais do Ensino FundamentalResumoA presente pesquisa buscou articular à literatura infantil algumas das características dos animais e do ensino de Ciências embasadas em referenciais teóricos da literatura e do ensino antropológico. Assim, para o desenvolvimento da pesquisa, partimos da seguinte indagação: "De que forma os professores podem associar o ensino de Ciências com narrativas literárias trabalhadas em sala de aula?" Para tanto, realizou-se uma pesquisa empírica e qualitativa enfatizando as contribuições das fábulas para o ensino de Ciências nos anos Iniciais do Ensino Fundamental. Considerando o papel lúdico deste gênero textual, suas características estimulantes à literatura e ao imaginário, foram realizadas transposições didáticas com a interpretação desta narrativa como meio facilitador para o ensino de Ciências nas séries iniciais da Educação Básica. Foram determinadas duas fábulas para o desenvolvimento do estudo: “O Leão e o Ratinho” e “A Cigarra e as Formigas”, ambas de Esopo e transcritas pelo escritor francês Jean de La Fontaine. Os dados qualitativos foram analisados e coletados a partir da representação artística por meio do desenho da criança e suas considerações acerca do estudo realizado. A análise dos dados qualitativos e os resultados obtidos denotam que os alunos se surpreenderam por encontrar conteúdos de ciências em textos característicos da Língua Portuguesa.Palavras chave: Ensino de Ciências. Literatura Infantil. Transposição Didática. Fábulas.Children's Literature and Text Genres: The Contribution of Fables to Science Teaching in the Early Years of Elementary SchoolAbstractThe present research sought to articulate children's literature with some characteristics of animals and Science teaching based on theoretical references from literature and anthropological teaching. Thus, for the development of the research, we start from the following question: "How can teachers associate science teaching with literary narratives worked in the classroom?" To this end, an empirical and qualitative research was carried out emphasizing the contributions of fables to the Science teaching in the early years of elementary school. Considering the playful role of this text genre, its stimulating characteristics to literature and the imaginary, didactic transpositions were carried out with the interpretation of this type of narrative as a facilitator of Science teaching in the initial grades of basic education. Two fables were determined for the development of the study: “The Lion and the Mouse” and “The grasshopper and the Ant”, both by Aesop and transcribed by the French writer Jean de La Fontaine. Qualitative data were analyzed and collected from the artistic representation through the child's drawing and their considerations about the study. The analysis of the qualitative data and the results obtained show that students were surprised to find science content in characteristic texts from Portuguese Language.Keywords: Science teaching. Children's literature. Didactic Transposition. Fables.

scholarly journals Literacy Teacher Educators Creating Space for Children’s Literature

2020 ◽  
Vol 10 (10) ◽  
pp. 288
Author(s):  
Lydia Menna ◽  
Clare Kosnik ◽  
Pooja Dharamshi
Keyword(s):  
Children's Literature ◽  
Social Practice ◽  
Teacher Educators ◽  
Social Issues ◽  
Children’S Literature ◽  
Linguistically Diverse ◽  
Construction Of Knowledge ◽  
Teacher Trainees ◽  
Literacy Teacher ◽  
Support Teacher

This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

scholarly journals The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

2020 ◽  
Vol 9 (1) ◽  
pp. 197-229
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Academic Writing ◽  
Primary Schools ◽  
Children’S Literature ◽  
Discourse Markers ◽  
Computer Assisted ◽  
School Teachers ◽  
Literature And Linguistics ◽  
Primary School Teachers

AbstractThis paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.

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>

scholarly journals Writing a Novel with Roma Primary School Children: Tensions in Disrupting Aetonormativity

2020 ◽  
Author(s):  
Tom Dobson ◽  
Lisa Stephenson ◽  
Ana De Arede
Keyword(s):  
Climate Change ◽  
Children's Literature ◽  
Critical Race Theory ◽  
Primary School ◽  
Magical Realism ◽  
Minority Groups ◽  
Children’S Literature ◽  
Primary School Children ◽  
The North ◽  
Minority Ethnic Groups

Abstract Story Makers Press (SMP) is a University-based publisher which co-constructs stories with under-represented groups of children in order to diversify representation in children’s literature and disrupt the way adult perceptions of normality pattern children’s literature (aetonormativity). In this paper we analyse six drama and creative writing workshops run by SMP with Czech and Slovak Roma children from an inner city primary school in the north of England to co-construct a story about climate change. Our analysis identifies how in developing the story, the children were often reluctant to draw upon their funds of knowledge relating to their Roma backgrounds, instead Westernising their protagonists and settings. We also explore how the children disrupt aetonormativity by interweaving magical elements into realistic narrative about climate change in order to establish a genre of magical realism. Finally, we identify how this genre of magical realism is problematic when considering stereotypical depictions of Roma characters in children’s literature and how changes were made to our story in light of a critical race theory reading of the first draft. As well as helping SMP to refine its processes, this analysis suggests that minority groups such as Roma need to be able to draw upon more literary representations of Roma in order to shape their creative outputs and that the curriculum needs to focus on developing children’s critical responses to the representation of minority ethnic groups in children’s literature.

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