7 research outputs found
Environmental Math in the Classroom: What Do Your Walls Say?
Get PDFThis article shares a template and framework to help teachers see their classrooms in new ways by thinking about Environmental Math, a type of environmental print. Who, what, where, when, and how do the walls in your classroom talk about mathematics?
Preservice Preschool Teachers’ Pedagogical Content Knowledge on Geometric Shapes in Terms of Children’s Mistakes
No full textWhat counts in number books? A content-domain specific typology to evaluate children’s books for mathematics
No full textEverybody Counts, but Usually Just to 10! A Systematic Analysis of Number Representations in Children’s Books
No full textRecommended from our members
Bringing mathematics alive through stories
No full textStories and mathematics are often seen as incompatible. This misconception is arguably caused by the way mathematics is perceived only as a collection of formulae, largely abstract and void of meaningful context. However, many previous studies provide evidence that connecting stories and mathematics together is beneficial to both literacy and mathematical development. This chapter will draw from relevant theories and research literature to highlight potential cognitive and emotive benefits of integrating stories in developing mathematical thinking and learning for young children. The chapter will also discuss some of the benefits of treating learners not only as consumers of mathematical stories, but also as their producers. Finally, the chapter will end with some interesting case studies of practitioners using stories in their mathematics teaching
