REBECCA HOFFMANN

STANDARD 2

EVIDENCE 1

Insights about the value of using childrens literature as a stimulus for maths learning Teachers creating awareness of mathematic concepts within childrens literature can help students make mathematical connections in context. The stories can spark their interest and motivate the children to learn (Lamberg & Andrews, 2011). They can relate the concept to their own prior experiences and help to expand and enhance their understanding of the concept by reflecting on the idea and posing questions (Shih & Giorgis, 2004). The concept of Constructivism is built upon the notions that knowledge is actively constructed by students rather that passively received, that students build new knowledge into their existing mathematical experiences (schemas), and mathematical concepts are learned through engaging physically and socially in mathematic aspects. (Zevenbergen, 2004). Exploring and discussing a mathematics concept from a shared selected book can encourage children to build connections between new knowledge and existing experiences and knowledge. The story should be read in its entirety so that the students can relate to the whole concept in context, interruptions to explain ideas or point out examples can create confusion when trying to visualize the concept as a whole (Shih & Giorgis, 2004). Illustrated books can help children to visualize concepts and introduce mathematical terminology in context. Copley (2010) introduces the book Jack the Builder, by Stuart Murphy to demonstrate the use of an illustrated text that could assist children visualize three dimensional solids when they are put together. An activity derived from the text might allow the children to physically manipulate blocks helping extent childrens knowledge of the concept of spatial awareness and geometry.

Fredericks, Blumfield, and Paris (2004) as cited in Sullivan (2007) states student engagement is enhanced by tasks that are relevant, provide opportunities for students sense of ownership and personal meaning,

REBECCA HOFFMANN

STANDARD 2

EVIDENCE 1

fostering collaboration, and drawing on diverse talent, and fun. Developing tasks that evolve from students questions and discussions about the mathematical concept within a selected text can motivate students to focus on the task increasing their engagement in the task and developing their understanding of the concept. Using the mathematic concepts in childrens literture can develop students relational understanding. Students can build upon their prior knowledge creating new connections in context. The mathematic concept can seem overwhelming when students learn an instrumental manner, in childrens literature the mathematics cab ve examined that reflect childrens own experience and interests and talk about maths in context developing their relational understanding (Lamberg & Andrews, 2011). Mathematics concepts developed from the story should have an authentic connection with the text. The teacher can create an awareness of the mathematics concept in the story but students should be encouraged to pose questions to expand the concept and explore different ways of responding to the question (Shih & Giorgis, 2004). Children may have difficulties understanding the mathematic concepts in context if connections with the text are vague and unclear. Building connections from the story can help students relate the mathematical concepts to their own lives building schema. Seeing the mathematical concepts in the stories can encourage students to realise that maths is everywhere in their everyday lives. Word count: 652 (including references)

REBECCA HOFFMANN
References

STANDARD 2

EVIDENCE 1

Copley, J.V. (2010). Geometry and Spatial Sense in the Early Childhood Curriculum. In The young child and mathematics (2nd ed.) (pp. 101 117). Reston, VA: NCTM. Lamberg, T. & Andrews, C. (2011). Integrating literature and math. Teaching children mathematics, 17(6), 372 376 Shih, J. C. & Giorgis, C. (2004). Building the Mathematics and Literature Connections through Childrens Responses. Teaching Children Mathematics. 328-333. Sullivan, P. (2007). Creating mathematics lessons. In S. Close, D. Corcoran, & T. Dooley (Eds.), Proceeding of second national conference on research in mathematics education ME12 (pp. 31-43). St Patricks College: Dublin. Van De Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2010). Elementary & middle school mathematics: Teaching developmentally (7th ed.). Boston: Pearson Zevenbergen, R., Dole, S. & Wright, R. J. (2004). Teaching Mathematics in Primary Schools. Australia: Allen & Unwin.