NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154378
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0887-8730
Integrating Multicultural Children's Math Books into Kindergarten through Sixth-Grade Classrooms: Preservice Teachers' Reflections
Harding, Jenni; Hbaci, Ilham; Loyd, Stacy; Hamilton, Boni
Teacher Educator, v52 n4 p386-407 2017
This case study of mathematics instruction using children's literature reports on the experiences 47 elementary preservice teachers had in their mathematics methods course while completing a microteaching assignment. As part of the microteaching assignment, preservice teachers were required to plan and teach mathematics lessons based on children's books that included both mathematics concepts and multicultural aspects. The preservice teachers audio-recorded their lessons, transcribed the audio, and wrote reflective essays to articulate their experiences. At the end of the assignment, the professor and two additional researchers interviewed the preservice teachers about their experiences. Themes that emerged were (a) teaching experiences, (b) teaching performance, and (c) learning purposes and tools for integrating multicultural children's math books. The Learning Purposes and Teaching Strategies for Integrating Multicultural Mathematics Picturebooks Framework was developed to demonstrate the intricate balance needed to ensure mathematics learning happens during instruction with multicultural mathematics picturebooks.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A