The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Year 2023, , 152 - 172, 30.06.2023

Burcu Durmaz

https://doi.org/10.51535/tell.1232736

Abstract

Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tell us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including "children's literature," "story," and "mathematics." The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.

Keywords

bibliometric analysis, disciplinary literacy, literary elements, mathematics education

Supporting Institution

-

Project Number

-

Thanks

-

References

• Acer, D., & Gözen, G. (2020). Art detectives: young children’s behaviour in finding and interpreting art elements within picture books. Education 3-13, 48(6), 716-732. https://doi.org/10.1080/03004279.2019.1646297
• Altındağ Kumaş, Ö. (2022). Early mathematical and receptive language skills of children from different socioeconomic levels: letter knowledge a mediator. Education 3-13, 50(6), 843-854. https://doi.org/10.1080/03004279.2021.2010785
• Andrews, R. (2005). The place of systematic reviews in education research. British Journal of Educational Studies, 53(4), 399-416. https://doi.org/10.1111/j.1467-8527.2005.00303.x
• Arizpe, E. (2021). The state of the art in picturebook research from 2010 to 2020. Language Arts, 98(5), 260-272.
• Björklund, C. & Palmér, H. (2020). Preschoolers’ reasoning about numbers in picture books. Mathematical Thinking and Learning, 22(3), 195-213.
• Björklund, C., & Palmér, H. (2022). Teaching toddlers the meaning of numbers-connecting modes of mathematical representations in book reading. Educational Studies in Mathematics, 110(3), 525-544.
• Burns, M., & Silbey, R. (2000). So You have to teach math?: Sound advice for K-6 teachers. Math Solutions Publications.
• Can, D., & Durmaz, B. (2023). An analysis of teachers’ beliefs about the integration of children’s literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489-512.
• Can, D., Özer, A., & Durmaz, B. (2020). Views of pre-service primary school teachers about the integration of children's literature in mathematics teaching. International Journal of Progressive Education, 16(4), 99-114. https://doi.org/10.29329/ijpe.2020.268.7
• Capraro, R. M. & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21-36.
• Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., Samper, A., & Copley, J. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26(3), 269-309.
• Casey, B., Kersh, J. E., & Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19, 167-172.
• Chen, X., Wang, S., Tang, Y., & Hao, T. (2019). A bibliometric analysis of event detection in social media. Online Information Review, 43(1), 29-52.
• Clarissa, A., Missall, K., & Artman Meeker, K. (2021). Shared book reading effects on number naming in preschoolers at risk for numeracy delays. Infants & Young Children, 34(2), 122-140. https://doi.org/10.1097/IYC.0000000000000187
• Columba, L., Kim, C., & Moe, A. (2005). The power of picture books in teaching math and science: Grades preK-8. AZ. https://dx.doi.org/10.14507/er.v0.562
• Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. School Library Research, 14, 1-17.
• Cooper, S., Rogers, R.M., Purdum-Cassidy, B., & Nesmith, M. (2020). Selecting quality picture books for mathematics instruction: What do preservice teachers look for? Child Lit Educ, 51, 110-124. https://doi.org/10.1007/s10583-018-9363-9
• Cotti, R. & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7(4), 329-356.
• Darragh, L. (2018). Loving and loathing: Portrayals of school mathematics in young adult fiction. Journal for Research in Mathematics Education, 49(2), 178-209.
• Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
• Drijvers, P., Grauwin, S., & Trouche, L. (2020). When bibliometrics met mathematics education research: The case of instrumental orchestration. ZDM-Mathematics Education, 52(7), 1455-1469. https://doi.org/10.1007/s11858-020-01169-3
• Durmaz, B. (2022). An evaluation of the preservice-teacher training for children’s literature and mathematics integration. Journal of Theoretical Educational Science, 15(3), 605-638.
• Durmaz, B., & Miçooğulları, S. (2021). The effect of the integrated mathematics lessons with children’s literature on the fifth-grade students’ place value understanding. Acta Didactica Napocensia, 14(2), 244-256. https://doi.org/10.24193/adn.14.2.
• Edelman, J. (2017). How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching. International Electronic Journal of Elementary Education, 9(4), 741-752.
• Edelman J., Green K. B., & Jett C.C. (2019). Children’s literature to inform mathematics teaching and learning: a systematic review of the research literature from 1991-2016. The International Journal of Science, Mathematics and Technology Learning. 26(1), 49-60.
• Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 275-297.
• Ersözlü Z., & Karakuş M. (2019). Mathematics anxiety: Mapping the literature by bibliometric analysis. EURASIA Journal of Mathematics, Science and Technology Education, 15(2), 1-12. https://doi.org/10.29333/ejmste/102441
• Farrugia M.T., & Trakulphadetkrai N.V. (2020). Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, Cogent Education. 7(1), 1817253 https://doi.org/10.1080/2331186X.2020.1817253
• Fellus, O., Low, D. E., Guzmán, L. D., Kasman, A., & Mason, R. T. (2022). Hidden figures, hidden messages: the construction of mathematical identities with children’s picturebooks. For the Learning of Mathematics, 42(2), 2-8.
• Forbringer, L., Hettinger, A., & Reichert, E. (2016). Using the picture book extra yarn to differentiate common core math instruction. YC Young Children, 71(2), 22-29.
• Gaylord, S. M., O’Rear, C. D., Hornburg, C. B., & McNeil, N. M. (2020). Preferences for tactile and narrative counting books across parents with different education levels. Early Childhood Research Quarterly, 50(3), 29-39.
• Ginsburg, H. P., & Uscianowski, C. (2017). Stories, stories, more math stories. International Symposium Elementary Maths Teaching (Proceedings Book), pp. 9- 19.
• Godwin, A. J., Rupley, W. H., Capraro, R. M., & Capraro, M. M. (2016). Reading and mathematics bound together: Creating a home environment for preschool learning. Journal of Education and Learning, 5(1), 44-59.
• Golden, L. (2012). Children’s literature in mathematics instruction. Library Media Connection. 31(2), 40-41.
• Goldstein A., Cole T., & Cordes, S. (2016). How parents read counting books and non-numerical books to their preverbal infants: An observational study. Frontiers Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01100
• Gökçe, S., & Güner, P. (2021). Forty years of mathematics education: 1980-2019. International Journal of Education in Mathematics, Science and Technology, 9(3), 514-539. https://doi.org/10.46328/ijemst.1361
• Green, S. (2013). Improving comprehension in middle school math by incorporating children’s literature in the instruction of mathematics. [Phd Thesis]. Walden University. Retrieved from ProQuest LLC. (ED554063).
• Green, K. B., Gallagher, P. A., & Hart, L. (2018). Integrating mathematics and children’s literature for young children with disabilities. Journal of Early Intervention, 40(1), 3-19.
• Günbaş, N. (2015). Students’ mathematics word problem-solving achievement in a computer-based story. Journal of Computer Assisted Learning, 31(1), 78-95.
• Güner, P., & Gökçe, S. (2021). Monitoring the nomological network of number sense studies. International Journal of Mathematical Education in Science and Technology. 52(4), 580-608. https://doi.org/10.1080/0020739x.2021.1895343
• Harding, J., Hbaci, I., Loyd, S., & Hamilton, B. (2017). Integrating multicultural children’s math books into kindergarten through sixth-grade classrooms: Preservice teachers' reflections. The Teacher Educator, 52(4), 386-407.
• Hassinger-Das, B., Jordan, N. C., & Dyson, N. (2015). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. Elementary School Journal, 116(2), 242–264.
• Hendrix, N. M., Hojnoski, R. L., Missall, K. N. (2019). Shared book reading to promote math talk in parent-child dyads in low-income families. Topics in Early Childhood Special Education, 39(1), 45-55.
• Hojnoski, R. L., Columba, H. L., & Polignano, J. (2014). Embedding mathematical dialogue in parent-child shared book reading: A preliminary investigation. Early Education and Development, 25(4), 469-492.
• Hojnoski, R. L., Polignano, J., & Columba, H. L. (2016). Increasing teacher mathematical talk during shared book reading in the preschool classroom: A pilot study. Early Education and Development, 27(5), 676-691.
• Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11(4), 477-494.
• Hsiao, C.Y., & Chang, Y. M. (2016). A study of the use of picture books by preschool educators in outlying Islands of Taiwan. International Education Studies, 9(1), 1-19.
• İnal-Kızıltepe, G., Öztürk-Samur, A., & Tekin, H. (2018). Çocuk kitapları yoluyla matematik becerilerinin kazandırılmasına yönelik yapılmış araştırmaların incelenmesi. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 5(1), 106-123. https://doi.org/10.30803/adusobed.339278
• Kıldan, A. O., & İncikabı, L. (2015). Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics. Education 3-13, 43(3), 238-248. https://doi.org/10.1080/03004279.2013.804852
• Kılıç, R. (2023). Broadening the perspectives of primary school mathematics: Past, present and further. Education and Information Technologies, 28(3), 3329-3357. https://doi.org/10.1007/s10639-022-11302-2
• Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children's literature. Early Childhood Research Quarterly, 7(2), 263-276.
• Jett, C. (2014). Using mathematics literature with prospective secondary mathematics teachers, Journal of Mathematics Education at Teachers College, 5(2), 49-53. https://doi.org/10.7916/jmetc.v5i2.654
• Jett, C. C. (2018). The effects of children’s literature on preservice early childhood education mathematics teachers’ thinking. Journal of the Scholarship of Teaching and Learning, 18(1), 96-114.
• Jiménez-Fanjul, N., Maz-Machado, A., & Bracho-López, R. (2013). Bibliometric analysis of the mathematics education journals in the SSCI. International Journal of Research in Social Sciences, 2(3), 26-32.
• Larkin, K., & Trakulphadetkrai, N.V. (2019). Queensland pre-service teachers' beliefs on the integration of children's literature in mathematics teaching: a pilot case study. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia) pp. 420-427. Perth: MERGA.
• Lemonidis, C., & Kaiafa, I. (2019). The effect of using storytelling strategy on students’ performance in fractions. Journal of Education and Learning. 8(2), 165-175. https://doi.org/10.5539/jel.v8n2p165
• Leonard, J., Moore, C. M., & Brooks, W. (2014). Multicultural children’s literature as a context for teaching mathematics for cultural relevance in urban schools. The Urban Review Journal, 46(3), 325-348.
• Le-Thi-Thu, H., Tran, T., Trinh-Thi-Phuong, T., Le-Thi-Tuyet, T., Le-Huy, H., & Vu-Thi, T. (2021). Two decades of stem education research in middle school: A bibliometrics analysis in Scopus database (2000-2020). Education Sciences. 11(7), 353. https://doi.org/10.3390/educsci11070353
• Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2021). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09517-0
• Marín-Marín, J.-A., Moreno-Guerrero, A.-J., Dúo-Terrón, P., & López-Belmonte, J.. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00296-x
• McAndrew, E. M., Morris, W. L., & Fennell, F. (2017). Geometry-related children's literature improves the geometry achievement and attitudes of second-grade students. School Science and Mathematics, 117(1-2), 34-51.
• McGuire, P., Himot, B., Clayton G., Yoo, M., & Logue, M. E. (2020). Booked on math: developing math concepts in pre-k classrooms using interactive read-alouds. Early Childhood Education Journal, 49(2), 313-323. https://doi.org/10.1007/s10643-020-01073-1
• Mink, D.V., & Fraser, B. J. (2005). Evaluation of a K-5 mathematics program which integrates children’s literature: Classroom environment and attitudes. International Journal of Science and Mathematics Education, 3(1), 59-85. https://doi.org/10.1007/s10763-004-2975-0
• Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics. 106, 213-228. https://doi.org/10.1007/s11192-015-1765-5
• Moral-Muñoz, J.A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. El Prof. Inf. 29,1-20. https://doi.org/10.3145/epi.2020.ene.03
• Nesmith, S. & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279-297.
• Nesmith, S. M., Purdum-Cassidy, B., Cooper, S., & Rogers, R. D. (2017). Love it, like it, or leave it - Elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics. Action in Teacher Education, 39(3), 321-339.
• Nurnberger-Haag, J. (2017). A cautionary tale: how children’s books (mis)teach shapes. Early Education and Development. 28(4), 415-440. https://doi.org/10.1080/10409289.2016.1242993
• Nurnberger-Haag, J., Alexander, A.N., & Powell, S.R. (2020a). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics, Mathematical Thinking and Learning, 23(2), 145-169. https://doi.org/10.1080/10986065.2020.1777365
• Nurnberger-Haag, J., Scheuermann, A, McTeer, J.S., (2021a). A field guide to whole number representations in children’s books. International Journal of Education in Mathematics, Science and Technology (IJEMST), 9(4), 697-726. https://doi.org/10.46328/ijemst.1681
• Nurnberger-Haag, J., Singh, R., & Wernet, J.L. (2020b). An atypical approach to improve typical issues with pre-service teachers’ geometric shape knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers. http://www.k-12prep.math.ttu.edu/journal/1.contentknowledge/numberger01/article.pdf
• Nurnberger-Haag, J., Singh, R., & Wernet, J.L., & Alexander, A. N. (2021b). Books I used as a child were mathematically incorrect: Reasons to use children’s shape-related books as a resource to improve mathematical knowledge for teaching. International Electronic Journal of Mathematics Education, 16(3), em0642.
• Op't Eynde, E., Depaepe, F., Van Den Noortgate, W., Verschaffel, L., & Torbeyns, J. (2022a). Future preschool teachers' mathematical questions during shared book reading. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00664-3
• Op't Eynde, E., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2022b). Shared picture book reading in early mathematics: A systematic literature review. Journal für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00217-7
• Özkaya, A. (2018). Bibliometric analysis of the studies in the field of mathematics education. Educational Research and Reviews, 13(22), 723-734. https://doi.org/10.5897/ERR2018.3603
• Öztürk, O., & Gökhan, G. (2021). As a tool of literature review bibliometric analysis [Bir Literatür İncelemesi Aracı Olarak Bibliyometrik Analiz]. Nobel Yayıncılık.
• Pham, H.H., Vuong, Q.H., Luong, D.H., Nguyen, T.T., Dinh, V.H., & Ho, M.T. (2021). A bibliometric review of research on international student mobilities in Asia with Scopus dataset between 1984 and 2019. Scientometrics, 126, 5201-5224. https://doi.org/10.1007/s11192-021-03965-4
• Powell, S.R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children’s books. Early Education and Development, 26(3), 377-398. https://doi.org/10.1080/10409289.2015.994466
• Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N.V. (2019). Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies. 38(2), 157-175. https://doi.org/10.1080/03323315.2018.1484302
• Pring, R. (2015). Philosophy of Educational Research. Bloomburry Academic.
• Purdum-Cassidy, B., Nesmith, S., & Meyer, R. D., & Cooper, S. (2015). What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics. Journal of Mathematics Teacher Education, 18(1), 79-99.
• Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading Intervention. Journal of Research on Educational Effectiveness, 10(1), 116-137.
• Purpura, D. J., Schmitt, S. A., Napoli, A. R., Dobbs-Oates, J., King, Y. A., Hornburg, C. B., Westerberg, L., Borriello, G. A., Bryant, L. M., Anaya, L. Y., Kung, M., Litkowski, E., Lin, J., & Rolan, E. (2021). Engaging caregivers and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology, 113(7), 1338-1353.
• Ramirez, M.C., & Rodriguez-Devesa, R.A. (2019). A scientometric look at mathematics education from Scopus database. The Mathematics Enthusiast, 16(1), 37-46. https://doi.org/10.54870/1551-3440.1449
• Rathé, S., Torbeyns, J., Hannula-Sormunen, M.M., & Verschaffel, L. (2016). Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. Mathematical Thinking and Learning, 18(2), 125-141.
• Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that preservice teachers integrate children's literature into mathematics lessons. The Teacher Educator, 50(3), 170-186.
• Russo, J., Russo, T., & Roche, A. (2021). Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films. Educational Sciences, 11(10). https://doi.org/10.3390/educsci11100588
• Segal-Drori, O., Kalmanovich, L. B. H., & Shamir, A. (2018). Electronic book for promoting emergent math: A comparison between kindergarteners at risk for learning disabilities and with typical development. Journal of Educational Computing Research. https://doi.org/10.1177/0735633118769459
• Skoumpourdi, C. & Mpakopoulou, I. (2011). The prints: A picture book for pre-formal geometry. Early Childhood Education Journal, 39(3), 197-206.
• Splinter, S., Op 't Eynde, E., Wauters, E., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2022). Children’s picture books: A systematic analysis of features in the domain of mathematics. Early Education and Development, 1-20. https://doi.org/ 10.1080/10409289.2022.2094161
• Staub, F.C., & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94(2), 344-355. https://doi.org/10.1037/0022-0663.94.2.344
• Stites, M. L., Sonnenschein, S., Dowling, R., & Gay, B. (2020). Mathematics learning opportunities in preschool: Where does the classroom library fit in? Early Education and Development. https://doi.org/10.1080/10409289.2020.1721403
• Suseelan, M., Chew, C. M., & Chin, H. (2022). Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review. International Journal of Education in Mathematics, Science and Technology, 10(4), 1003-1029. https://doi.org/10.46328/ijemst.2198
• Toh, T. L., Cheng, L. P., Ho, S. Y., Jiang, H., & Lim, K. M. (2017). Use of comics to enhance students’ learning for the development of the twenty-first century competencies in the mathematics classroom. Asia Pacific Journal of Education, 37(4), 437-452.
• Trakulphadetkrai, N.V. (2018). Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22(2), 3-7.
• Trakulphadetkrai, N.V., Aerila, J.A., & Yrjänäinen, S. (2019). Bringing Mathematics Alive Through Stories. In Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning (pp.199-225). Springer.
• Trinh Thi Phuong, T., Nguyen Danh, N., Tuyet Thi Le, T., Nguyen Phuong, T., Nguyen Thi Thanh, T., & Le Minh, C. (2022). Research on the application of ICT in mathematics education: Bibliometric analysis of scientific bibliography from the Scopus database. Cogent Education, 9(1), 1-14.
• Uscianowski, C., Almeda, M. V., & Ginsburg, H. P. (2020). Differences in the complexity of math and literacy questions parents pose during storybook reading. Early Childhood Research Quarterly, 50(3), 40-50.
• Van den Heuvel-Panhuizen, M. & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM Mathematics Education, 43, 621-635.
• Van den Heuvel-Panhuizen, M. & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47.
• Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psychology, 36(2), 323-346.
• Van den heuvel-Panhuizen, M., Van den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30-39.
• Van den Heuvel-Panhuizen, M. & Van den Boogaard, S. (2008). Picture books as an impetus for kindergartners' mathematical thinking. Mathematical Thinking and Learning, 10(4), 341-373.
• Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy‐related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67-84.
• Van-Eck, N.J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3
• Ward, J.M., Mazzocco, M.M., Bock, A.M., & Prokes, N.A. (2017). Are content and structural features of counting books aligned with research on numeracy development?. Early Childhood Research Quarterly, 39, 47-63. https://doi.org/10.1016/j.ecresq.2016.10.002
• Wheeler, A., & Mallam, W. (2020). Examing type and quality of preservice teachers’ lessons based on children’s literature. International Journal on Teaching and Learning Mathematics, 3(1), 1-11.
• Wijns, N., Purpura, D., & Torbeyns, J. (2022). Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading. Journal of Educational Psychology, 1-16. https://doi.org/10.1037/edu0000756
• Wikholm, M., & Aerila, J.A. (2017). Teaching mathematics with children’s literature in Finland. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 01, pp 564-572. Available from: www.prosoc.eu
• Wu, J.F. (2018). A bibliometric analysis of picture book research between 1993 and 2015. Reading Psychology, 39(5), 413-441. https://doi.org/10.1080/02702711.2018.1451419
• Yalçın, M., Akkaya, R. & Durmaz, B. (2022). The effect of integrated maths lessons with children’s literature on problem solving attitudes and self-efficacy. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 669-698.
• Yang, D. C., Sianturi, I. A. J., Chen, C. H., Su, Y.-W., & Trakulphadetkrai, N. V. (2022). Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110(1), 125-148. https://doi.org/10.1007/s10649-021-10115-3
• Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19, 82-98.
• Zhang, Q., Sun, J., & Yeung, W. (2023). Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000-2022. Review of Education, 11(1). https://doi.org/10.1002/rev3.3383
• Zupic, I., & Cater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-47.