The Use of Childrens Books in Early Childhood Mathematics - Assignment Example

The use of children’s books in Early Childhood Mathematics and Science programmes The use of children’s books in Early Childhood Mathematics and Science programmes is evident as teachers discover the potential of children’s literature to provide opportunities for a variety of mathematical and scientific investigations, problem solving, and development of complex and abstract concepts. In this paper we will discuss abilities of children’s books to enhance mathematics and science learning. It seems that the advantages of such usage are obvious. However, are there some disadvantages, yet hidden for teachers? Then, what about possible difficulties of implementing this strategy in an early childhood program? Finally, how to improve efficiency of the use of children’s books in Early Childhood Mathematics? Let us start our studying from definition of mathematics as “a process for communicating data and a study of pattern and order” (Braddon et al 1993, p. 3). Such nonrigourous definition allows introducing key didactic method discussed below, namely usage of short stories to explain the essence of quite abstract mathematic ideas for preschool children. This method is different from the classic ones, e.g. famous Felix Klein’s conception of teaching elementary mathematics from an advanced standpoint. Why math education is so important? It seems that such special role is reserved for mathematics in education because of its universal applicability. So, this is the basis for developing analytical thinking. Let us consider basic arguments for promotion math science for preschoolers stated by Linda Jacobson (1998). In many early-childhood programs math might be no more than counting to 10. However, young children could be grasping rudimentary mathematics and science principles far more, many experts say. The shape-sorters, puzzles, food ingredients, class pets, and other materials common in most preschool classrooms could be used to introduce children to such concepts as geometry, measurement, chemistry, or biology. Also, reading and language activities dominate the early-childhood curriculum. Young children often learn in an informal manner and deal with concrete ideas. On the other hand, math and science are perceived to be formal disciplines that require abstract thinking. So, we can try to teach abstract ideas using reading and language activities, i.e. by usage of “tuned” children’s literature. “There are two things that kids are profoundly responsive to - stories and noticing what’s going on around them… that’s science.” Then, Nancy Padak (2007) suggests that “just as narratives and colourful illustrations can help children learn about other aspects of their worlds, so too can picture books be useful in teaching basic mathematical concepts”. Indeed, reading is such an integral part of learning. Whenever we can connect reading to other subject areas, we must do this. According to David Haury (2001), linking mathematical content to children’s literature has numerous advantages. The literature connection motivates children, provokes interest, helps connect mathematical ideas to personal experiences, accommodates children with different learning styles, promotes critical thinking, or provides a context for using mathematics to solve problems. Haury suggests that the value of literature-based mathematics instruction “seems to be affirmed, but in what ways can literature be incorporated into mathematics instruction?” He concludes that children’s literature provides explicit mathematical experiences based on real problems or situations of interest. There are not direct recipes for creating math stories, but there are many recommendations how to use them in educational process. So, how to teach math using children’s literature? According to Rosamond Welchman-Tischler (1992), let us list general modes of using children’s literature to teach math: providing a context or model for an activity with mathematical content; introducing manipulatives that will be used in varied ways; inspiring a creative mathematics experience; posing an interesting problem; preparing for a mathematics concept or skill; developing or explaining a mathematics concept or skill; reviewing a mathematics concept or skill. Also, there are numerous reading strategies for math. Teacher can use K-W-L strategy (what you know, what you want to know, and what you learned), DR-TA strategy (directed reading thinking activity), DL-TA strategy (directed listening thinking activity), GRP strategy (guided reading process), or simply QAR strategy (questioning and request). However, there are essential problems while choosing the most suitable strategy for certain children’s stories. There are numerous lists of children’s literature used for math education; e.g. see Hurst (1996), Wendy (2007), Young (2006), and of course series of books written by Marilyn Burns and Stephanie Sheffield (2004). Usually these books are divided into many categories: addition, counting, estimating, fractions, geometry, graphing, measurement, money, multiplication and division, number sense, etc. For instance, let us list typical stories that present the connection between multiplication and division, and also focus on addition and subtraction; see Table below. Title Authors Age Synopsis A remainder of one Elinor J. Pinczes & Bonnie MacKain 6-9 A squadron of twenty-five bugs parades first in two rows, then three, and then four, always leaving poor Joe as a remainder of one and displeasing the queen. Joe does not give up, though, and he is finally included when the bugs march in five rows. The rhyming story, with its jaunty illustrations, provides an entertaining math lesson. One hundred hungry ants Elinor J. Pinczes & Bonnie Mackain 5-8 One hundred hungry ants march off single file to sample a picnic, but when the going gets too slow, they divide into two rows of fifty, then four rows of twenty ... until they take so long that the picnic is gone! Anno’s mysterious multiplying jar Mitsumasa Anno & Masaichiro Anno 8 Objects emerge from Anno’s handsome jar and start multiplying. Mathematicians call the process factoring. For readers it’s a counting game and visual feast combined. The doorbell rang Pat Hutchins 5-8 Ma makes some freshly baked chocolate chip cookies, and her two kids sit down to eat the when ding dong! the doorbell rings! More kids arrive to share the cookies, but just when they sit down, ding dong! Finally, when there is only one cookie for each child, the doorbell rings again. Who is it? Grandma with a new tray of fresh baked cookies! And no one bakes cookies as good as Grandmas! Hutchins sneaks a bit of math into this funny tale. Pigs will be pigs Amy Axelrod & Sharon McGinley-Nally 5-9 Meet Mr. Pig, Mrs. Pig, and the piglets. Here’s a family that must add, subtract, multiply and divide, and think about the way money works in order to satisfy their big pig appetites. Join the fun! Come pig out on math and money concepts with the Pigs! Two of everything: a Chinese folktale Lily Toy Hong 5-8 Mr. and Mrs. Haktak find a magic pot that makes a copy of everything that gets put inside it. The Haktaks are delighted until Mrs. Haktak falls into the pot, and the trouble begins... Splash! Ann Jonas 4-7 In this picture book, which cleverly handles the principles of addition and subtraction, a young black girl keeps track of whats going on in her backyard. “I have a pond in my backyard. I have one turtle, two catfish, three frogs, and four goldfish. I feed them every day.” Jonas provides a peaceful, lazy scene at the edge of the pond and under the water. Rooster’s off to see the world Eric Carle 5-8 A rooster who wants to see the world is accompanied, and then abandoned, by two cats, three frogs, four turtles, and five fishes in this story that is also a device for elementary addition and subtraction. The artwork is handsome; the endpapers are charming. So, now we have a huge set of “tuned” stories which can be effectively used in process of math education. Is there some danger that math teaching transforms into simple reading and play? No, if we will introduce math abstractions into thinking process. For instance, we can select geometric conception “axis of symmetry” (Sidebotham, 2002) to teach children. Then, we can contrive some story about butterfly adventures and tell this story. However, we must show in this story that butterfly wings are symmetrical. Therefore, always we must concentrate upon mathematical content of our stories. As Carol Hurst suggests (1996), “We’re not saying that you can and should teach math only through books… We’re also not saying that you should drag any and all books into the math program… We’re talking about blurring the edges of math and literature and letting children play with math…” We can conclude that play, story, and also math idea are three vital factors to provide efficient usage of children’s literature for math education. It is essential that these three factors must act simultaneously. We can term this condition as didactical synergy of factors. This idea is maintained by observations of Kirova & Bhargava (2002). Of course, young children need play-based opportunities to develop and deepen their conceptual understanding of mathematics. However, professional growth in three areas was identified by Kirova & Bhargava (2002) as critical in teachers’ learning to guide young children’s learning of mathematical concepts. First is the ability to recognize children’s demonstrated understanding of mathematical concepts, second is the ability to use mathematical language to guide their progress from behavioural to representational understanding of mathematical concepts, and third is the ability to assess systematically children’s understanding of mathematical concepts. It is interesting to note that Kirova & Bhargava used the story of “Goldilocks and the Three Bears” in their research. So, play without teacher’s story and associated math idea becomes less efficient didactically. Also, theoretical knowledge alone is insufficient for effective teaching especially for preschool children. Of course this is caused by barrier between child’s “world of concrete things” and teacher’s “world of abstract ideas” (mathematical, physical, biological, etc.). Similarly, reading story without mathematical idea inside is just reading, not thinking using mathematics. Hence, play, story, and mathematical idea must be united. For instance, we can hide math idea within the story and then add play by using game scenario for this story. While reading, children begin to play, and while playing, children begin to think. Finally, while thinking at reading and playing, children operate with new mathematical ideas. Next step is to connect such ideas by next reading. So, this is somewhat recursive process of learning math terms and operations. Here, the use of children’s literature facilitates the development of language related to mathematical concepts. More details and examples are discussed in special literature listed below. References Braddon, Kathryn L., Hall, Nancy J., & Taylor, Dale B 1993. Math through children’s literature: making the NCTM Standards come alive. Teacher Ideas Press, Greenwood Village. Bresser, Rusty, & Burns, Marilyn 2004. Math and literature: grades 4-6, 2nd ed. Math Solutions Publications, New York. Burns, Marilyn, & Sheffield, Stephanie 2004. Math and literature: grades K-1. Math Solutions Publications, New York. Burns, Marilyn, & Sheffield, Stephanie 2004. Math and literature: grades 2-3. Math Solutions Publications, New York. Jacobson, Linda 1998. ‘Experts promote math science for preschoolers.’ Education Week. Retrieved March 24, 2007, from http://www.edweek.org/ew/articles/1998/03/11/26early.h17.html. Haury, David L 2001. ‘Literature-based mathematics in elementary school.’ ERIC Digest. Retrieved March 24, 2007, from http://www.ericdigests.org/2003-1/school.htm. Hurst, Carol O 1996. ‘Books in the math program.’ Childrens Literature Newsletter, July 1996 Issue. Retrieved March 24, 2007, from http://www.carolhurst.com/subjects/math/booksinmath.html. Kanter, Patsy F 2001. Help your child learn math: complete with activities for children aged 5 through 13. SunnySide Up Publishing [e-edition]. Kirova, Anna, & Bhargava, Ambika 2002. ‘Learning to guide preschool children’s mathematical understanding: a teachers professional growth.’ Early Childhood Research and Practice, Spring 2002, Vol. 4, No. 1. Padak, Nancy 2007. ‘Math literacy newsletter’. Ohio Literacy Resource Center. Retrieved March 24, 2007, from http://literacy.kent.edu/Oasis/Pubs/0900.htm. Petersen, Jamee, & Burns, Marilyn 2004. Math and nonfiction: grades K-2. Math Solutions Publications, New York. Sheffield, Stephanie, & Burns, Marilyn 2004. Math and nonfiction: grades K-3. Math Solutions Publications, New York. Sidebotham, Thomas H 2002. The A to Z of mathematics: a basic guide. John Wiley & Sons, New York. Welchman-Tischler, Rosamond 1992. How to use childrens literature to teach mathematics. NCTM Press, New York. Wendy, Petti 2007. Math and literature idea bank. Retrieved March 24, 2007, from http://www.mathcats.com/grownupcats/ideabankmathandliterature.html. Young, Elaine 2006. ‘Mathematics and children’s literature’. Retrieved March 25, 2007, from http://sci.tamucc.edu/~eyoung/literature.html. Read More