scholarly journals Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

2021 ◽  
Vol 11 (10) ◽  
pp. 588
Author(s):  
James Russo ◽  
Toby Russo ◽  
Anne Roche
Keyword(s):  
Children's Literature ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Short Film ◽  
Mathematical Work ◽  
Mathematical Ideas ◽  
Dynamic Representation ◽  
Movie Clip ◽  
Short Films ◽  
Picture Story

Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

Links to Literature: A Different Angle for Integrating Mathematics

1995 ◽  
Vol 1 (5) ◽  
pp. 288-293
Author(s):  
Jocquelin Smith
Keyword(s):  
Children's Literature ◽  
Language Arts ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Primary Grades ◽  
School Mathematics ◽  
Integrated Instruction ◽  
Evaluation Standards

Quality children's literature has become an important vehicle for integrating learning experiences in the primary grades. This development has been especially true for the language arts, where integrated instruction within and between the separate disciplines has been more widely practiced. Although the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) addresses this issue in Standard 2: Mathematics as Communication for grades K-4, the art of integration has often eluded mathematics instruction.

Links to Literature: A Remainder of One: Exploring Partitive Division

2000 ◽  
Vol 6 (8) ◽  
pp. 517-521
Author(s):  
Patricia Seray Moyer
Keyword(s):  
Children's Literature ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
National Council ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Mathematical Symbols ◽  
Everyday Experiences

Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

scholarly journals CERITA BERGAMBAR SEBAGAI KONKRETISASI PEMBELAJARAN SASTRA ANAK DI SEKOLAH DASAR

2020 ◽  
Vol 2 (2) ◽  
pp. 345-356
Author(s):  
Jalu Norva Illa Putra ◽  
Nina Widyaningsih
Keyword(s):  
Children's Literature ◽  
Character Education ◽  
Community Service ◽  
Picture Book ◽  
Children’S Literature ◽  
Central Java ◽  
Service Activity ◽  
Picture Story ◽  
Narrative Forms

This community service activity aims to train teachers to make learning media in the form of pictorial stories with children's literary content. This article is a case study of community service at the Nakula Gugus Teacher Working Group in Wonogiri, Central Java. Children's literature in this context is defined as a medium that is used as an intermediary to convey a form of character education for children. Apart from this, children's literature is considered an appropriate medium because it is able to attract students' interest through visual and narrative forms. Children's literature is also able to have more appeal if from the beginning it comes from ideas that are owned by the children themselves. This will stimulate a sense of ownership and logic to the things that the story structure wants to instill. The method used is lectures and discussions, then in the form of workshops on picture story books. The result of this community service is a picture book with a theme that is close to children related to the use of gadgets, which are then given the title Playing with Friends.

Appropriate or anathema? The representation of incest in children’s literature

2018 ◽  
pp. 117-132
Author(s):  
Alice Mills
Keyword(s):  
Children's Literature ◽  
Young Adult ◽  
Fairy Tale ◽  
Nuclear Family ◽  
Children’S Literature ◽  
Sexual Partners ◽  
Multiple Sexual Partners ◽  
Story Writing ◽  
Picture Story ◽  
Post War

The chapter draws attention to the extreme unspeakability of incest in children’s literature and the rarity of texts either literally or symbolically dealing with the topic. It analyses Crew and Scott’s picture story book, In My Father’s Room (2000), in terms of the Bluebeard fairy tale, with close attention to ways of seeing and being seen. This disturbing text (marketed as a book for young children) plays a father’s love for his daughter, manifested in his secret story-writing, against the Bluebeard story of secrecy, multiple sexual partners and murder. The boundaries of the unspeakable in literature for children have changed markedly in the post-war era, particularly in terms of problem novels for a young adult readership; but picture story books for younger readers remain almost uniformly committed to a depiction of the loving nuclear family with mother, father and child or children, where childhood naughtiness is the worst evil that can be encountered; incestuous behaviours by a father are barely mentionable and the incestuous mother unthinkable.

Children's literature: an aid in mathematics instruction

1969 ◽  
Vol 16 (6) ◽  
pp. 451-455
Author(s):  
Lucille B. Strain
Keyword(s):  
Elementary Schools ◽  
Children's Literature ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Valuable Resource ◽  
Major Task ◽  
Meaningful Experiences ◽  
Children's Interests

Helping children develop dear, correct concepts in mathematics is a major task for teachers in elementary schools. Arousing and sustaining children's interests and providing varied meaningful experiences are two aspects of the task necessitating the use of numerous resources. The gargantuan array of prose and poetry, fiction and nonfiction, categorized as children's literature can be a valuable resource to aid in meetmg the task.

The Thirteen Days of Halloween: Using Children's Literature to Differentiate Instruction in the Mathematics Classroom

2004 ◽  
Vol 11 (2) ◽  
pp. 82-90
Author(s):  
Linda L. Forbringer
Keyword(s):  
Children's Literature ◽  
Mathematics Instruction ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
Classroom Teachers ◽  
Diverse Group

How children's literature can be used to provide meaningful mathematics instruction for children functioning at a variety of instructional levels in a single classroom. Teachers can use this information to select appropriate children's literature to use in their classroom to meet the needs of a diverse group of learners.

Promoting Mathematical Discourse through Children's Literature

2003 ◽  
Vol 9 (7) ◽  
pp. 385-389
Author(s):  
Amy M. Roth McDuffie ◽  
Terrell A. Young
Keyword(s):  
Children's Literature ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Children’S Literature ◽  
Mathematical Discourse ◽  
Challenging Tasks ◽  
Mathematical Discussions

Discourse in mathematics instruction has received considerable attention since the Standards were first published (NCTM 1989, 1991, 2000); however, prompting mathematical discussions and creating an environment that fosters discourse are challenging tasks for teachers (Corwin 1996). Moreover, students who are not used to talking about mathematics may be uncomfortable with or reluctant to participate in discussions. Discourse in mathematics involves expressing and justifying mathematical thinking and ideas. The primary purposes of facilitating discourse are to help students become aware of others' perspectives and strategies, and to clarify and expand students' own thinking and approaches (NCTM 2000).

scholarly journals Narrando la Dictadura a la Infancia. Imágenes que trafican significados

2018 ◽  
Vol 5 (9) ◽  
pp. 84-108 ◽  
Author(s):  
Macarena García-González
Keyword(s):  
Latin America ◽  
Children's Literature ◽  
Political Violence ◽  
Primary Education ◽  
Children’S Literature ◽  
Short Film ◽  
Reader Responses ◽  
Santiago De Chile ◽  
Social Discourses ◽  
Image Modality

Children’s literature and media presents a privileged field to explore the reproduction of social discourses and consensus. In this article, we approach four works recommended by critics and mediators: the picturebooks La composición, Camino a casa and Un diamante en el fondo de la tierra, and the short film “Bear Story”. In these four texts, the interplay of the verbal and the visual makes references to political violence in Latin America. Assisted by visual theories —and by the category of image modality introduced by Gunther Kress and Theo van Leeuwen—, I analyze how these texts narrate dictatorship avoiding the remembrance of violence. The ideological analysis is complemented with reflections elaborated upon reader responses of primary education teachers as well as children obtained in reading workshops organized in Santiago de Chile.

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