An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Yıl 2022, Cilt: 15 Sayı: 3, 605 - 638, 31.07.2022

Burcu Durmaz

https://doi.org/10.30831/akukeg.988828

Cited By: 2

Öz

This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

Anahtar Kelimeler

beliefs, children's literature, mathematics education, teacher education

Proje Numarası

1129B372000704

Kaynakça

• Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314-324.
• Barone, D. M. (2011). Children's literature in the classroom: Engaging lifelong readers. Guilford Press.
• Binns, I. C., Casto, A. R., Polly, D., & Bickmore, S. T. (2020). Examining pre-service teachers' integration of science and literacy through trade books. Electronic Journal for Research in Science & Mathematics Education, 24(2), 7-21.
• Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni spss uygulamaları ve yorum, Pegem Akademi.
• Can, A. (2020). SPSS ile bilimsel araştırma sürecinde nicel veri analizi, Pegem Akademi.
• Canbazoğlu Bilici, S. (2019). Örnekleme Yöntemleri (In: Eğitimde Araştırma Yöntemleri Ed. Haluk Özmen & Orhan Karamustafaoğlu), Pegem Akademi.
• Cankoy, O. (2011). Problem-solving instruction in the context of children’s literature and problem understanding. Eurasian Journal of Educational Research, (44), 89-110.
• 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.
• Columba, L., Kim, C., & Moe, A. (2005). The power of picture books in teaching math and science: Grades preK-8. Scottsdale, AZ: Holcomb Hathaway, Publishers, Inc.
• Cooper, S., Rogers, R. M., Purdum-Cassidy, B., & Nesmith, M. (2020). Selecting quality picture boks for mathematics instruction: What do preservice teachers look for? Child Lit Educ, 51, 110-124.
• Courtade, G. R., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), 34-44.
• Cutler, K. M., Gilkerson, D., Parrott, S., & Bowne, M. T. (2003). Developing math games based on children's literature. Young Children, 58(1), 22-27.
• 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), 741-752.6
• 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.
• 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
• Flevares, L., & Schiff, J. (2014). Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in Psychology, 5, 459.
• Forbringer, L. L. (2004). The thirteen days of Halloween: Using children's literature to differentiate instruction in the mathematics classroom. Teaching Children Mathematics, 11(2), 82-91.
• 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.
• Franz, D. P., & Hopper, P. F. (2007). Is there room in math reform for preservice teachers to use reading strategies? National Implications. Online Submission, 17(3).
• Furner, J. M. (2018). Using children’s literature to teach mathematics: an effective vehicle in a STEM World. European Journal of STEM Education, 3(3), 14-26.
• Ginsburg, H. P., & Uscianowski, C. (2017). Stories, stories, more math stories. International Symposium Elementary Maths Teaching (Proceedings Book), pp. 9-19.
• 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.
• 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).
• Hacıömeroğlu, G., & Taşkın, Ç. Ş. (2010). Sınıf öğretmeni adaylarının matematik öğretimi yeterlik inançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 539-555.
• Harding, J., Hbaci, İ., 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. The Elementary School Journal, 116(2), 242-264.
• Higher Education Council [YÖK] (January, 2018). Öğretmen yetiştirme lisans programları. http://www.yok.gov.tr/documents/10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf
• 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.
• Ibarra, L. M., & Romo-Vázquez, A., & Sánchez Aguilar, M. (2019). Using the work of Jorge Luis Borges to identify and confront students’ misconceptions about infinity, Journal of Mathematics and the Arts, 13:1-2, 48-59.
• Jao, L. (2018). Stories in mathematics teacher education: Preservice teachers’ experiences creating an important book. LEARNing Landscapes, 11(2), 211-222.
• Jett, C. (2018). The effects of children’s literature on preservice early childhood mathematics teachers’ thinking. Journal of the Scholarship of Teaching and Learning, 18(1), 96-114.
• Kanat, Ö. (2020). Eğitim fakültelerindeki çocuk edebiyatı dersinin öğretmen adaylarının görüşlerine göre değerlendirilmesi. Ana Dili Eğitimi Dergisi, 8 (3), 646-656.
• Koellner, K., Wallace, F. H. & Swackhamer, L. (2009). Integrating literature to support mathematics learning in middle school, Middle School Journal, 41:2, 30-39.
• Kutaka, T. S., Ren, L., Smith, W. M., Beattie, H. L., Edwards, C. P., Green, J. L., Chernyavskiy, P., Stroup, W., Heaton, R. M., & Lewis, W. J. (2018). Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: the case of Primarily Math. Journal of Mathematics Teacher Education, 21(2), 147-177.
• Lane, C., & Ríordáin, M. N. (2020). Out-of-field mathematics teachers’ beliefs and practices: An examination of change and tensions using Zone theory. International Journal of Science and Mathematics Education, 18(2), 337-355.
• 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.
• 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, 46(3): 325-348.
• Luedtke, M., & Sorvaag, K. (2018). Using children’s literature to enhance math instruction in K-8 classrooms. (In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in Mathematics Education (pp. 47-71). Springer, Cham.
• Marston, J. (2010). Developing a framework for the selection of picturebooks to promote early mathematical development. 33rd Annual Conference of the Mathematics Education Research Group of Australia.
• McDuffie, A. M. R., & Young, T. A. (2003). Promoting mathematical discourse through children's literature. Teaching Children Mathematics, 9(7), 385-390.
• Ministry of Education [MEB]. (2013). Pre-school Education Curriculum [Okul Öncesi Eğitim Programı.] www.meb.gov.tr. Miller, T. (1998). The place of picture books in middle-level classrooms. Journal of Adolescent & Adult Literacy, 41(5), 376-381.
• 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, 59-85.
• Moore, K. E. (2008). Integrating children's literature and mathematics. [Master’s thesis], Rowan University. https://rdw.rowan.edu/etd/745
• Movshovitz-Hadar, N., & Shriki, A. (2009). Logic in Wonderland: Alice’s adventures in wonderland as the context of a course in logic for future elementary teachers. (In Tasks in Primary Mathematics Teacher Education (pp. 85-103). Springer, Boston, MA.
• National Council of Teachers of Mathematics (NCTM). Curriculum and Evaluation Standards for School Mathematics. Reston.
• Nurnberger-Haag, J. (2017). A cautionary tale: how children’s books (mis)teach shapes. Early Education and Development, 28(4), 415-440.
• Özgen, K., & Bindak, R. (2008). Matematik okuryazarlığı öz-yeterlik ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 16 (2), 517-528.
• Özmen, H. (2019). Deneysel araştırma yöntemi (In: Eğitimde Araştırma Yöntemleri Ed. Haluk Özmen & Orhan Karamustafaoğlu), Pegem Akademi.
• Perera, H. N., & John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61(101842), 1-13.
• 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.
• Qhobela, M., & Moru, E. K. (2014). Examining secondary school physics teachers’ beliefs about teaching and classroom practices in Lesotho as a foundation for professional development. International Journal of Science and Mathematics Education, 12(6), 1367-1392.
• 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.
• Rott, B. (2020). Teachers’ behaviors, epistemological beliefs, and their interplay in lessons on the topic of problem solving. International Journal of Science and Mathematics Education, 18(5), 903-924.
• Smith, R. C., Kim, S., & McIntyre, L. (2016). Relationships between prospective middle grades mathematics teachers' beliefs and TPACK, Canadian Journal of Science, Mathematics and Technology Education, DOI: 10.1080/14926156.2016.1189624
• Skoumpourdi, C., & Mpakopoulou, I. (2011). The prints: A picture book for pre-formal geometry. Early Childhood Education Journal, 39, 197-206.
• Spitler, E. (2011). From resistance to advocacy for math literacy: One teacher's literacy identity transformation. Journal of Adolescent & Adult Literacy, 55(4), 306-315.
• 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.
• Sullivan, P., Clarke, D., Michels, D., Mornane, A., & Roche, A. (2012). Supporting teachers in choosing and using challenging mathematics tasks. In J. Dindyal, Lu Pien Cheng, & Swee Fong Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, pp. 688–695). Singapore: MERGA.
• Trakulphadetkrai, N. V. (2018). Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22(2), 3-7.
• Trakulphadetkrai, N. V. (n.d.). The development of the ‘English pre-service primary teachers’ beliefs concerning the integration of children’s literature in mathematics learning and teaching’(epptb-iclmlt) framework: an exploratory study. mathsthroughstories.com
• Van den Heuvel-Panhuizen, M., & Van den Boogaard, S. (2008). Picture books as an impetus for kindergarteners’ mathematical thinking. Mathematical Thinking and Learning, 10, 341-373.
• Wallace, F. H., Clark, K. K., & Cherry, M. L. (2006). How come? What if? So what? Reading in mathematics classrooms. Mathematics Teaching in the Middle School, 12, 108-115.
• Welchman-Tischler, R. (1992). How to use children’s literature to teach mathematics. Reston, VA: The National Council of Teachers of Mathematics.
• Whitin, D. J. (2002). The potentials and pitfalls of integrating literature into the mathematics program. (In My Opinion). Teaching Children Mathematics, 8(9), 503-505.
• Wilburne, J. M., & Napoli, M. (2008). Connecting mathematics and literature: an analysis of pre-service elementary school teachers’ changing beliefs and knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal 2 (Pedagogy), 1-10. https://eric.ed.gov/?id=EJ835505
• Xie, S., & Cai, J. (2021). Teachers’ beliefs about mathematics, learning, teaching, students, and teachers: perspectives from Chinese high school in-service mathematics teachers. International Journal of Science and Mathematics Education, 19(4), 747-769.
• Young, E., & Marroquin, C. L. (2006). Posing problems from children’s literature. Teaching Children Mathematics, 12(7), 362-366.
• Zehir, H., Zehir, K., & Yalçın, F. A. (2019). Okul öncesi öğretmenlerinin matematik öğretimi yeterlik inançlarının çeşitli değişkenlere göre incelenmesi, Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 5(1), 1-14.