NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1068292
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0887-8730
Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons
Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara
Teacher Educator, v50 n3 p170-186 2015
Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a children's literature book to explore a mathematical concept in three mathematics-focused lesson plans. The qualitative data analysis revealed that in planning mathematics lessons to incorporate children's literature, preservice teachers tended to focus on basic approaches. Specifically, the preservice teachers most often used a book as context for review, to develop a concept, or to use with manipulatives. As a result, it is important for teacher educators to provide the opportunity for preservice teachers to learn more about the various ways of integrating literature and provide the necessary support for incorporating these strategies into their lessons.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A