Connecting Literature, Language, and Fractions

1994 ◽  
Vol 41 (8) ◽  
pp. 430-434
Author(s):  
Betty Conaway ◽  
Ruby Bostick Midkiff
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Real Life ◽  
Abstract Concepts ◽  
Personal Meanings ◽  
Early Grades ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Personal Understanding ◽  
Natural Way

Because of the symbolic nature of fractions and the procedural operations required to manipulate fractions mathematically, the concept of fractions is often difficult for students in early grades to master (Van de Walle 1990). Perhaps this difficulty results in part from the numerical contradictions presented by fractions. Furthermore, fractions are part of a mathematsical language that is often foreign to students until they develop a personal understanding. “Children's literature presents a natural way to connect language and mathematics” (Midkiff and Cramer 1993, 303) and furnishes a foundation on which an understanding of concepts can be based. As students read, write, and discuss real-life situations requiring the use of fractions, they develop personal meanings for the abstract concepts.

Mexican-American Parents Using Critical Literacy to Address Climate Change

2018 ◽  
pp. 187-208
Author(s):  
Rosa RiVera Furumoto
Keyword(s):  
Children's Literature ◽  
Critical Literacy ◽  
Social Action ◽  
Mexican American ◽  
Environmental Science ◽  
Children’S Literature ◽  
After School ◽  
Literacy Strategies ◽  
Parent Leaders ◽  
And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

A (des)Construção da Concepção Hegemônica da Infância: um Estudo do Filme Alice no País das Maravilhas

2018 ◽  
Vol 19 (4) ◽  
pp. 398
Author(s):  
Luana Santos Nogueira Garcia ◽  
Maritza Maciel Castrillon Maldonado
Keyword(s):  
Children's Literature ◽  
Methodological Approach ◽  
Children’S Literature ◽  
Real Life ◽  
Research Project ◽  
Mato Grosso ◽  
The Real ◽  
Education School ◽  
Reflective Study

Este trabalho se insere em um projeto de pesquisa da Universidade do Estado de Mato Grosso denominado: “Cinema, Infâncias e Diferença: problematizando a educação, o cotidiano da escola e o currículo”. Tendo como objetivo discutir a influência do filme: Alice no país das maravilhas (1951) para entender como esta obra cinematográfica esfacela, desmonta e descontrói a idealização de infância. Ainda, se apoia no pensamento de Deleuze (2007) para demonstrar que a vida real é cheia de paradoxos, que fogem da lógica, carregando antagonismos, produzindo múltiplos sentidos e desencadeando diferentes representações. O trabalho tem como proposta metodológica a pesquisa bibliográfica e o estudo reflexivo sobre o filme de Tim Burton. Os resultados deste estudo permitem problematizar e pensar diferentes “concepções” de infância já colocadas e instituídas, que (des)compõe o sentido real de ser criança. Palavras-chave: Literatura Infantil. Infância. Paradoxos. AbstractThis work is part of a research project of  Universidade do Estado de Mato Grosso denominated “Cinema, Childhood and Difference: questioning education, school everyday and the curriculum”. In order to discuss the influence of the film Alice in the Wonderland (1951) to understand how this film destroys , disassembles, deconstructs the idealization of childhood. Also, it corroborates the thought of Deleuze (2007) to demonstrate that real life is full of paradoxes that are out of logic, carrying antagonisms, producing multiple senses and triggering different representations. The work has as methodological approach the bibliographical research and the reflective study on the Tim Burton’s film. The results of this study allow to problematize and think about different “conceptions” of childhood already placed and imposed that (des) composes the real sense of being a child. Keywords: Children's Literature. Childhood. Paradoxes.

scholarly journals Stories in Children’s Literature. An Analysis of Transcendent Language

2018 ◽  
Vol 10 (2) ◽  
pp. 1018-1020
Author(s):  
Cristina Guarneri, Ed.D.
Keyword(s):  
Children's Literature ◽  
Essential Role ◽  
Reading Skills ◽  
Life Experiences ◽  
Children’S Literature ◽  
Real Life ◽  
New Words ◽  
Children's Book ◽  
The World ◽  
Source Of Information

Children’s literature plays an essential role in their development through the use of characters that they become familiar with, which become like friends. Stories have become a useful source of information for increasing reading skills, which are necessary for the development of new words. It is through the fiction literature that is based on real-life where children are able to understand traumatic events and complex ideas. They are able to understand life experiences and diversity of the world that they live in. Even with increased learning through literature, the National Literary Strategy conducted a study of words to show that children need 100 words in order to read a “real” children’s book. It is essential to distinguish between ‘restrictive texts,’ which allow for fewer perceptions to take place for active reader judgment of text that enables critical and thoughtful responses.

Mexican-American Parents Using Critical Literacy to Address Climate Change

2022 ◽  
pp. 1398-1419
Author(s):  
Rosa RiVera Furumoto
Keyword(s):  
Children's Literature ◽  
Critical Literacy ◽  
Social Action ◽  
Mexican American ◽  
Environmental Science ◽  
Children’S Literature ◽  
After School ◽  
Literacy Strategies ◽  
Parent Leaders ◽  
And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

Children's Literature: A Motivating Context to Explore Functions

2005 ◽  
Vol 10 (9) ◽  
pp. 470-478
Author(s):  
Esther M. H. Billings ◽  
Charlene E. Beckmann
Keyword(s):  
Children's Literature ◽  
Prospective Teachers ◽  
Middle Grades ◽  
Children’S Literature ◽  
Functional Relationships ◽  
Good Story ◽  
Personal Understanding

Most students love a good story! When we use children's literature as a context to explore functional relationships, our students are more motivated to learn. In this article, we share how we use children's literature in courses for prospective middle-grades teachers to explore and deepen these teachers' understanding of functions. We expect prospective teachers to teach functions to their future middle-grades students with understanding; therefore, we use literature to help them develop a personal understanding of functions that is connected and comprehensive.

Links to Literature: Interweaving Language and Mathematics Literacy through a Story

1999 ◽  
Vol 5 (9) ◽  
pp. 520-524
Author(s):  
Jacqueline Harris
Keyword(s):  
Literacy Development ◽  
Kindergarten Teacher ◽  
Esl Students ◽  
Mathematical Concepts ◽  
Mathematics Literacy ◽  
Early Grades ◽  
Language And Mathematics ◽  
And Mathematics

Programs that promote literacy development in the early grades, kindergarten through grade 2, are of prime interest to educators, particularly when they are also effective for ESL students. With interest, then, I talked with Silvana Bozzato, a kindergarten teacher at Our Lady of Victory School, set in a multicultural, downtown Toronto neighborhood. I wanted to know if she used in her program any books with a focus on mathematics, wondering how that practice might help students understand important mathematical concepts. Bozzato used many such books, and we agreed that she would model one lesson in which mathematics and language were interwoven, choosing a beautifully illustrated, lyrical story by Pat Brisson, Benny's Pennies (1993).

Children’s literature in China: Revisiting ideologies of childhood and agency

2019 ◽  
Vol 20 (4) ◽  
pp. 381-393 ◽  
Author(s):  
Marek Tesar ◽  
Zhen Phoebe Tong ◽  
Andrew Gibbons ◽  
Sonja Arndt ◽  
Adrienne Sansom
Keyword(s):  
Children's Literature ◽  
Power Relations ◽  
Large Scale ◽  
Children’S Literature ◽  
Real Life ◽  
Child Agency ◽  
Political Events ◽  
Contemporary Media ◽  
State Investment ◽  
Chinese Children’S Literature

In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.

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