Info: Zenodo’s user support line is staffed on regular business days between Dec 23 and Jan 5. Response times may be slightly longer than normal.

MEI 7: Seventh Conference on Research in Mathematics Education in Ireland
Published October 11, 2019 | Version v1
Conference paper Open

FACILITATING MATHEMATICAL DISCUSSION THROUGH THE USE OF PICTURE BOOKS IN AN IRISH SENIOR INFANT CLASSROOM

Creators

  • 1. St. John's N.S, Drogheda.

Description

This study explored how mathematical discussion could be facilitated through the use of picture books in a senior infant classroom. A qualitative inquiry was conducted over a three- and-a-half-week period in a large urban disadvantaged junior primary school in Ireland. Data comprised of observations of the children as they engaged in small groups during mathematics lessons. The data was collated by the methods of observations in situ, video recordings and extended fieldnotes. The findings of this research indicated that children’s participation in a mathematical discussion can support the development and use of mathematical language and also support their mathematical literacy. Evidence revealed that mathematical discussion also supports children’s mathematical thinking through the engagement in mathematical processes such as problem-solving, reasoning and connecting. The findings of this research have implications for early childhood mathematics policy and curriculum which advocate the need for increased opportunities for children to engage in mathematical discussion. One effective pedagogy to facilitate mathematical discussion is the use of picture books which support young children’s overall mathematical proficiency.

Files

Kearney_M.pdf

Files (405.5 kB)

Name Size Download all
md5:1c55b275b27b2b217505dcd8a7553f77
405.5 kB Preview Download

Additional details

References

  • Ahlberg, A. (2006). The runaway dinner. London: Walker Publications.
  • Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical Discourse in Shared Storybook Reading. Journal for Research in Mathematics Education, 35 (1), 5-33.
  • Browne, E. (1995). Handa's surprise. London: Walker Publications.
  • Cheeseman, J. (2015). Mathematical Conversations that Challenge Children's Thinking. In B. Perry, A. MacDonald & A. Gervasoni (Eds.), Mathematics and Transitions to School: International Perspectives. New York: Springer.
  • Cohen, L., Manion, L., Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.
  • Department of Education and Science. (2005a). An evaluation of curriculum implementation in primary schools: English, mathematics and visual arts. Dublin: Stationery Office.
  • Department of Education and Science. (2005b). Delivering equality of opportunity in schools (DEIS): An action plan for educational inclusion. Dublin: Stationery Office
  • Dunphy, E., Dooley, T., & Shiel, G. (2014). Mathematics in early childhood and primary education (3-8 years): Definitions, theories, development and progression. Report No. 17. Dublin: National Council for Curriculum and Assessment.
  • Dunphy, E. (2015). Transition to school: Supporting children's engagement in mathematical thinking processes. In A. Gervasoni, A. MacDonald & B. Perry (Eds.) Mathematics and Transition to School: International Perspectives. London, UK: Springer.
  • French, V. (2000). Oliver's milkshake. London: Hodder Children's Books.
  • Fuson, K., Kalchman, M. & Bransford, J. (2005). Mathematical understanding: An Introduction. In M. S. Donovan, & J. Bransford (Eds.), National research council: How students learn: Mathematics in the classroom. Committee on how people learn: A targeted report for teachers, (pp. 217-256). Washington, DC: The National Academies Press.
  • Government of Ireland. (1999a). Primary school curriculum: Mathematics. Dublin, Ireland: The Stationery Office.
  • Government of Ireland. (1999b). Primary school curriculum: Mathematics: Teacher guidelines. Dublin, Ireland: The Stationery Office.
  • Hong, H. (1999). Using Storybooks to Help Young Children Make Sense of Mathematics Chapter 18. In J. Copley (Ed.), Mathematics in the early years, (pp. 162-168). Reston: VA: National Council of Teachers of Mathematics.
  • Maykut, P., & Morehouse R. (1994). Beginning qualitative research: A philosophical and practical guide. London: The Falmer Press.
  • Montague-Smith, A., & Price, A. (2012). Mathematics in early years education. London, United Kingdom: Routledge.
  • National Council for Curriculum and Assessment (NCCA) (2009). Aistear: The early childhood curriculum framework: Principles and themes. Dublin, Ireland: NCCA.
  • Nic Mhuirí, S. (2011). Look who's talking now- the role of talk in relation to mathematical thinking and problem solving. In T. Dooley, D. Corcoran, M. Ryan, & (Eds.), Proceedings of the fourth conference on research in mathematics education (MEI 4) (pp. 320-332). Dublin, Ireland: MEI.
  • Shiel, G., Cregan, A., McGough, A., Archer, P. (2012). Oral language in early childhood and primary education (3-8 years). Dublin, Ireland: NCCA.
  • Suggate, J., Davis, A., & Goulding, M. (2010). Mathematics knowledge for primary teachers. (4th ed.). London: David Fulton.
  • van den Heuvel-Panhuizen, M., Elia, I., & Robitzich, A. (2014). Effects of reading picture books on kindergartners' mathematics performance, Educational Psychology, 1-24. doi: 10.1080/01443410.2014.963029
  • Whitin, D. J. (1992). Explore mathematics through children's literature. School Library Journal, 38(8), 24-28.