Preschool teachers’ selection of picture books for mathematics instruction: An interview study

• Suzanne Elise Splinter ^[1] ; Fien Depaepe ; Lieven Verschaffel ; Joke Torbeyns
  1. [1] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 19-26
• Idioma: inglés
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• Resumen

  • Various studies pointed to the potential of picture book reading (PBR) for supporting preschoolers’ mathematical development. The features of picture books vary greatly, and these features contribute to the effectiveness of PBR. It is therefore important to adequately select picture books for mathematics instruction. We analyzed the general and mathematical PB features preschool teachers take into account when selecting picture books for this aim. Interviews with 66 preschool teachers indicated that they rate general features and features related to basic mathematical skills as most important, and explain their importance based on instructional goals rather than preschooler characteristics. Our results point to the need for professional development initiatives on the selection of picture books for mathematics instruction.