Wondrous Tales of Measurement

2008 ◽  
Vol 14 (7) ◽  
pp. 410-413
Author(s):  
Marci A. Malinsky ◽  
Mark McJunkin
Keyword(s):  
Children's Literature ◽  
Young People ◽  
Children’S Literature ◽  
Mathematical Concepts

Have you ever considered teaching mathematical concepts through the use of children's literature? One way to begin is to re-create how children learned long ago—elders spinning yarns as twilight deepened, young people caught up in wondrous tales that taught them about their world. To help students make a tactile connection to the experience from long ago, all you need are a skein of yarn and eager students seated in a circle.

Blackness, Imperialism, and Nationalism in Dominican Children's Literature

2019 ◽  
Vol 12 (1) ◽  
pp. 47-61
Author(s):  
Stacy Ann Creech
Keyword(s):  
Twentieth Century ◽  
Children's Literature ◽  
Young People ◽  
Educational Reform ◽  
Children’S Literature ◽  
Anglo American ◽  
Specific Construction

From pre-Columbian times through to the twentieth century, Dominican children's literature has struggled to define itself due to pressures from outside forces such as imperialism and colonialism. This paper examines the socio-political contexts within Dominican history that determined the kind of literature available to children, which almost exclusively depicted a specific construction of indigeneity, European or Anglo-American characters and settings, in an effort to efface the country's African roots. After the Educational Reform of 1993 was instituted, however, there has been a promising change in the field, as Dominican writers are engaged in producing literature for young people that includes more accurate representations of Blackness and multiculturalism.

scholarly journals Patterns and Trends in Contemporary Canadian Verse-Novels for Young People

2017 ◽  
Vol 19 (4) ◽  
pp. 23
Author(s):  
Beverley A. Brenna ◽  
Yina Liu ◽  
Shuwen Sun
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
Young People ◽  
Qualitative Content Analysis ◽  
Children’S Literature ◽  
Radical Change ◽  
Specific Work ◽  
Reluctant Readers ◽  
Verse Novel

This qualitative content analysis identified patterns and trends in a contemporary set of Canadian verse-novels for young people. Twenty-two books were located in our search for titles published between 1995 and 2016, and many of these emerged as award-winners in various contexts including the Governor General’s Award for children’s literature (text). Dresang’s notion of Radical Change, adapted for this interrogation, illuminated particular elements of these societal artifacts worthy of notice. While studies have occurred regarding textual forms or formats and reader characteristics, specific work with the verse-novel and its use with struggling and reluctant readers is limited, with professional articles appearing in place of research-oriented discussions. Scrutiny of available verse-novels is important as it opens a door for explorations of these resources with participants in classroom settings.  

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.

Children's Literature Review: Excerpts from Reviews, Criticism and Commentary on Books for Children and Young People. Volume 1

1979 ◽  
Vol 9 ◽  
pp. 354
Author(s):  
Jenny Oldfield ◽  
Ann Block ◽  
Carolyn Riley ◽  
Carolyn Riley ◽  
John Mackay Shaw ◽  
...  
Keyword(s):  
Children's Literature ◽  
Young People ◽  
Literature Review ◽  
Children’S Literature ◽  
Children And Young People

Promoting Mathematical Explorations through Children's Literature

1994 ◽  
Vol 41 (7) ◽  
pp. 394-399 ◽  
Author(s):  
David J. Whitin ◽  
Cassandra C. Gary
Keyword(s):  
South Carolina ◽  
Children's Literature ◽  
Mathematical Thinking ◽  
Children’S Literature ◽  
First Grade ◽  
Mathematical Concepts ◽  
Way Of Thinking ◽  
Grade Classroom ◽  
Literary Experience

Children's literature can be an important vehicle to use when exploring various mathematical concepts (Whitin and Wilde 1992). Stories can help students understand the meaningful contexts that support mathematical thinking. They will see mathematics not as a prescribed set of algorithms to master but as a way of thinking about their world. Children's literature present a nonthreatening avenue to test out current notions about important mathematical concepts. The following two classroom scenarios occurred in Cassandra Gary's first-grade classroom in Irmo. South Carolina. She used two pieces of literature, The Line-up Book (Russo 1986) and The Doorbell Rang (Hutchins 1986), on two different occasions a springboards for mathematical thinking. The first book enabled her students to explore the concept of length, and the second story reinforced the concept of partitioning. Although each book ha a mathematical dimension, it is important to remember that they are, first and foremost, good pieces of literature. Each book is a unique literary experience and should be enjoyed for its own ake first. Gary read each story to the class cveral times and let the students voice their peronal. spontaneous observations and predictions. By so doing, the integrity of the literature is respected and preserved.

scholarly journals Et risikabelt foretagende. At tale om børn i børnelitteraturforskningen

2016 ◽  
Vol 31 (75) ◽  
Author(s):  
Marah Gubar
Keyword(s):  
Children's Literature ◽  
Young People ◽  
Children’S Literature ◽  
New Paradigm ◽  
Risky Business

“Risky Business. Talking about Children in Children’s Literature Criticism”Embracing a critical paradigm which holds that children do not participate in the realm of children’s literature and culture has itself caused scholars to ignore what young people have said, written, and done in the realm of children’s literature and culture. This essay contends that the time has come to articulate not only new theories about what it means to be a child, but also a new paradigm for how to do children’s literature criticism; one that builds on but also decisively departs from Jacqueline Rose’s vision of children’s literature as an adult practice.

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