Mathematics from Children's Literature

1988 ◽  
Vol 35 (6) ◽  
pp. 42-47
Author(s):  
Rosamond Welchman Tischler
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
Thinking Skills ◽  
Curriculum Guides ◽  
Children's Interests

The mathematics curriculum for young children can grow from children's literature. The following examples encourage children to use a variety of thinking skills—classifying, forming hypotheses, selecting strategies, and creating problems. As a result, they offer more depth and breadth in mathematics than most curriculum guides or texts currently suggest. At the same time, the examples build on children's interests and involve them in an informal, active, and creative way. ln particular, they offer the manipulative experiences that are necessary at this age.

Ideas

1993 ◽  
Vol 40 (9) ◽  
pp. 512-519
Author(s):  
Martha H. (Marty) Hopkins ◽  
Daniel J. Brahier
Keyword(s):  
Children's Literature ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
Classroom Activities ◽  
Grade Levels ◽  
Wide Range

The “IDEAS” section for this month focuses on connections between mathematics and children's literature. Five piece of literature are applied to teaching a wide range of topics in the mathematics curriculum, from sorting and classifying to the meaning of averages. The reproducible sheets in “IDEAS” are designed to be used by multiple grade levels. Included are four classroom activities and an activity sheet for parents use. A teacher may want to reproduce and use everal sheets.

scholarly journals A critical reading of gender construction in Malaysian children's literature

English Today ◽  
2013 ◽  
Vol 29 (4) ◽  
pp. 37-44
Author(s):  
Ramesh Nair ◽  
Talif Rosli
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
Knowledge Construction ◽  
Belief Systems ◽  
Children’S Literature ◽  
Gender Construction ◽  
Critical Reading ◽  
Important Resource ◽  
Masculinity And Femininity

Children's literature is an important resource for knowledge construction among young children. As they read the stories or have the stories read to them, children are presented with multiple ideologies and belief systems and this includes notions of masculinity and femininity (Taylor, 2003: 301). These ideologies are absorbed by young children and go on to influence their attitudes and behaviour as they participate in society. Perhaps for this reason, the reading of gender in children's literature has been an area that has drawn the interest of numerous researchers over the decades (Bender and Lach, 1990; Collins, Ingoldsby & Dellman, 1984; Crabb & Bielawski, 1994; Dellmann-Jenkins, Florjancic & Swadener, 1993; Desai, 2001; Dutro, 2002; Gooden & Gooden, 2001; Kortenhaus & Demarest, 1993; Oskamp, Kaufman & Wolterbeck, 1996; Poarch & Monk-Turner, 2001; Turner-Bowker, 1996; Weitzman et al., 1972). These studies have generally pointed to evidence of sexism, that is, the denigration of females realised in tandem with the exaltation of males (Ivy & Backlund, 1994: 72).

scholarly journals Diversity in Children’s Literature

2018 ◽  
Vol 5 (2) ◽  
pp. 172 ◽  
Author(s):  
Marie A. Leahy ◽  
Bridget C. Foley
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Reading Levels ◽  
Young Readers ◽  
Wide Range ◽  
Classroom Libraries ◽  
Children's Interests ◽  
Selection Of

<p><em>Children’s literature is profoundly influential in the lives of students and is widespread throughout schools, libraries, and homes. However, the field of children’s literature lacks diversity across several domains, particularly race, gender, and ability. Educators must be knowledgeable on how to use diverse children’s literature as a tool to teach about diversity, as they strive to foster inclusive classroom environments. Teachers must also design their classroom libraries with intense care so as to provide a wide-ranging selection of books to meet the needs of children’s interests and reading levels. Books are a powerful tool for development, so teachers must make conscious decisions about the materials they provide to young readers. All children deserve exposure to a wide range of books, which include characters who are both similar and different from themselves. Educators have a responsibility to expose students to diversity through a well-written selection of multifaceted children’s literature.</em></p>

scholarly journals The Case of Children's Literature: Colonial or Anti-Colonial?

2011 ◽  
Vol 1 (4) ◽  
pp. 271-279
Author(s):  
Clare Bradford
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
Children’S Literature ◽  
Minority Languages ◽  
Peter Pan ◽  
Indigenous Cultures ◽  
Very Young Children ◽  
Alphabet Books ◽  
A Site ◽  
Child Readers

Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children's literature have taken up a rhetorical stance which treats child readers as colonised, and children's books as a colonising site. This article takes issue with Rose's rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children's literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children's texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.

Exploring Estimation through Children's Literature

1994 ◽  
Vol 41 (8) ◽  
pp. 436-441
Author(s):  
David J. Whitin
Keyword(s):  
Children's Literature ◽  
Real World ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
Evaluation Standards ◽  
Mental Computation ◽  
Real World Applications

Estimation is a crucial mathematical strategy that can be woven throughout the entire mathematics curriculum. The strategy can certainly foster the development of many of the goals advocated by the NCTM's curriculum and evaluation standards (1989). Since approximately 80 percent of real-world applications of mathematics involve estimation or mental computation, the goal of becoming an “informed electorate” requires us to use and analyze various estimation strategies.

Children, irony and philosophy

2005 ◽  
Vol 3 (1) ◽  
pp. 81-95
Author(s):  
Gareth B. Matthews
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
Strong Evidence ◽  
Children’S Literature ◽  
Very Young Children ◽  
Influential Book

In her very influential book, The Point of Words (1988), Ellen Winner presents strong evidence that children younger than six can understand and use metaphors, but not irony. Winner, however, fails to consider ‘philosophical story irony’ in her research. This sort of irony is a little like dramatic irony. We have a case of such irony whenever there is some proposition, p, such that (1) according to a story, or some character in a story, it is true that p, even though (2) we, the audience, understand that not p, and (3) we won’t be able to offer a helpful explanation of why anyone would think that p without clarifying some philosophically problematic concept basic to the supposition that p. Even very young children can understand and appreciate examples of philosophical story irony, as the popularity of a certain kind of children’s literature reveals.

scholarly journals The Pedagogical Importance of Illustrations in Translated and Non-Translated Children’s Literature: An Intersemiotic Approach

2016 ◽  
Vol 4 (4) ◽  
pp. 613
Author(s):  
Nasrin Qorbani Sharif ◽  
Abbas Saeedipour
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
Children’S Literature ◽  
Verbal Code ◽  
Children's Books ◽  
Children’S Books ◽  
Close Attention ◽  
Educational Value ◽  
Powerful Means ◽  
Children's Stories

<p><em>In Children’s literature the text is almost always paired with vivid illustration to appeal to children more effectively. For young children, the pictorial code is a more direct means of communication than the verbal code. Such children will look at the pictures and tell the story in their own words. Also, children’s books are used for different purposes at different times. Children’s literature, for example, is a powerful means of educating children, through which they will be exposed to the set of behaviors deemed appropriate. That’s why illustrations in children’s stories are so important. Therefore</em><em>,</em><em> it is necessary to pay close attention to the illustrations and the relationships they hold with the linguistic texts of the story. The illustrations will serve better if they are educational.</em><em> </em><em>In the present study a number of translated and original Persian children story books were collected. All the books have illustrations which accompany the texts of the books. Then all the texts were studied carefully, analyzed and compared with their accompanying pictures (or illustrations). Each picture was analyzed based on its educational value. The results of the study revealed that there are significant differences in illustrations in translated and non-translated children story books.</em><em></em></p>

scholarly journals Audiobooks as a Window to the World

2021 ◽  
pp. 92-97
Author(s):  
Maria Cahill ◽  
Jennifer Richey
Keyword(s):  
Children's Literature ◽  
Skill Development ◽  
Empirical Studies ◽  
Children’S Literature ◽  
Literacy Skill ◽  
The World ◽  
Different Types ◽  
Literacy Skill Development ◽  
Children's Interests

Library, literacy, and children’s literature professionals promote the benefits of transacting with audiobooks, and awards are bestowed upon audiobooks worldwide. Research spanning decades and conducted worldwide has explored the use of audiobooks for promoting literacy skill development. These studies have explored various uses of audiobooks and report mixed results for different types of readers and for readers of varying levels of proficiency. Yet, huge gaps exist in the research with many aspects of audiobook use still uninvestigated. This paper reports the disconnect between professionals’ claims regarding the benefits of audiobooks for children and those verified by empirical studies. It identifies the gaps in the scholarship surrounding audiobooks and calls attention to those areas in which audiobooks have potential to support children’s interests and needs.

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