What counts in number books? A content-domain specific typology to evaluate children's books for mathematics

被引：9
|
作者：
Nurnberger-Haag, Julie [1 ,3 ]
Alexander, Anita N. [1 ]
Powell, Sarah R. [2 ]
机构：
[1] Kent State Univ, Sch Teaching Learning & Curriculum Studies, Kent, OH 44242 USA
[2] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA
[3] Bilkent Univ, Grad Sch Educ, Ankara, Turkey
来源：
MATHEMATICAL THINKING AND LEARNING | 2021年 / 23卷 / 02期
关键词：
Counting; early childhood mathematics; literature; number; children's books; typology; TRADE BOOKS; PERSPECTIVES; PRINCIPLES; CLASSROOM; KNOWLEDGE;
D O I：
10.1080/10986065.2020.1777365
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Although the complexity of children's number learning is recognized, trade books about number have been treated as a simple, undifferentiated set. This analysis of 186 children's books, however, categorized a distinct subset of books about number ascounting books. These counting books were complex with regard to portrayal of counting sequences, explicitness of counting, and degree of rationality. The analysis yielded the multi-dimensional Counting Book Typology, which revealed nuanced ways counting books accurately portray numerical ideas as well as ways books could mislead young readers. The typology could aid researchers investigating how children learn with books to focus study design decisions on particular mathematics content features, which would clarify and strengthen resulting implications. Furthermore, this study revealed the need for more such conceptual tools to advance theorizing about learning math with children's books, which has been missing in research and practice.
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页码：145 / 169
页数：25
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