Children's Picture Books: A Systematic Analysis of Features in the Domain of Mathematics

Autor/inn/en	Splinter, Suzanne Elise; op 't Eynde, Emke; Wauters, Eveline; Depaepe, Fien; Verschaffel, Lieven; Torbeyns, Joke
Titel	Children's Picture Books: A Systematic Analysis of Features in the Domain of Mathematics
Quelle	In: Early Education and Development, 34 (2023) 5, S.1254-1273 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Splinter, Suzanne Elise) ORCID (op 't Eynde, Emke) ORCID (Wauters, Eveline) ORCID (Depaepe, Fien) ORCID (Verschaffel, Lieven) ORCID (Torbeyns, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2094161
Schlagwörter	Picture Books; Reading Strategies; Mathematics Skills; Numeracy; Language Usage; Foreign Countries; Indo European Languages; Preschool Children; Belgium + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Reading strategy; Leselernstufe; Lesetechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Sprachgebrauch; Ausland; Indoeuropäisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belgien
Abstract	Research Findings: Shared-picture book reading can stimulate children's mathematical development. Evidence of learning-supportive characteristics in picture books is limited in this domain. A first step is systematically analyzing the occurrence of domain-specific features in publicly available picture books. We analyzed the occurrence of general book features, features of numbers and quantitative language, and features of sets in 100 mathematical and 45 matched non-mathematical picture books written in Dutch. The results indicated variety among picture books, but more than 50% of the mathematical picture books focused on the 1-10 number range and ascending counting, and less than 20% paid attention to the counting principles and other numeracy skills. Quantitative language was included in 75% of the mathematical picture books, but infrequently across pages and with little variety in wording. Mathematical picture books with a story hardly differed from picture books without a story regarding the presence of domain-specific features. Finally, fewer non-mathematical picture books included mathematical content and generally on less pages compared to mathematical picture books. Practice or Policy: These findings stress the importance for picture book developers and teachers and parents to, respectively, design and select picture books in view of literature regarding children's mathematical development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01