A Field Guide to Whole Number Representations in Children’s Books

Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used a) one team documented every way 197 books represented numerical ideas and b) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning.

Revisiting Jane Jacobs’s Urban Complexity in Global Sustainability City Discourse

Since the 1990s, a recurrent trope of the ‘global sustainable city’ has emerged in popular and professional discussions of globalization, sustainable development and urban innovation. Published in commercial publications and grey literature on policy, design and global trends, the trope is also articulated in a genre of trade books by urban consultants and in public showcases that project the city as a socially, economically and environmentally beneficial entity – a sustainable complex system that is even promoted to be humanity’s best hope for solving the global ecological problems of the twenty-first century. This article traces how urbanist Jane Jacobs’s notion of urban complexity becomes an allusive reference in examples of popular global sustainability discourse that present the city as an evolutionary self-organizing entity of systemic networks and physical flows. It examines urban economist Edward Glaeser’s Triumph of the City: How Our Greatest Invention Makes Us Richer, Smarter, and Greener (2011), urbanist Leo Hollis’s Cities Are Good for You: The Genius of the Metropolis (2013) and urban strategist Jeb Brugmann’s Welcome to the Urban Revolution (2009), as well as the smart building showcase of engineering multinational conglomerate Siemens, The Crystal. The article demonstrates how the trope of urban complexity is mobilized to project the city as a generic scalable entity of creativity and energy efficiency. It becomes the basis of an infrastructural imaginary of neoliberal innovation that supports entrepreneurial and ‘smart-eco’ agendas of urban design and governance that promise – but have yet to deliver – planetary ecological amelioration.

Trade books' contextualization of consequential women's historical significance

PurposeThis paper explores the representation of consequential women in history within children's and young adult biographies.Design/methodology/approachThe data pool was established by developing a list of women's names extracted from common textbooks and state social studies curricula. Early-grade (K-4th) and middle-grade (5th-8th) in-print books were selected for juxtaposition because these students have the least prior knowledge and are perhaps most dependent on the text. Two researchers independently engaged in qualitative content analysis research methods, which included open and axial coding.FindingsEarly- and middle-grade biographies aptly established the historical significance of, but largely failed to contextualize, each figure's experiences, accomplishments and contemporaneous tensions. The women were presented as consequential, though their advocacies were not situated within the larger context.Research limitations/implicationsLimitations included a dearth of women featured in both state standards and biographies, limited audience (early and middle grades) and exclusion of out-of-print books. Comparable inquiries into narrative nonfiction, expository texts and historical fiction, which have different emphases than biographies, are areas for future research.Practical implicationsDiscussion focused on the significance of findings for teachers and researchers. Early- and middle-grade teachers are guided to contextualize the selected historical figures using primary and secondary source supplements.Originality/valueNo previous scholarship exists on this particular topic. Comparable inquiries examine trade books' depiction of historical significance, not contextualization of continuity and change.

High-Quality Trade Books and Content Areas

Integrating high-quality children's tradebooks into elementary content areas has long been considered a best practice. When teachers choose to incorporate these texts into content area lessons, they are exposing students to art through the pictures and reaching an array of visual learners. There is a delicate balance between teaching the literacy strategies needed to read these texts and the actual content materials that students need to learn in the STEAM areas. This chapter explores how to incorporate texts appropriately into content area lessons so that students can focus on the content, as well as apply literacy strategies for comprehension.