Journal of Mathematics Teacher Education

, Volume 7, Issue 4, pp 329–356 | Cite as

Connecting Teacher Beliefs to the Use of Children’s Literature in the Teaching of Mathematics

Article

Abstract.

This article presents examples that illustrate how teachers use children’s literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of children’s literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers’ ideological positions relate to their use of children’s literature in the teaching of mathematics. The study examines two research questions

“Can an instructional tool be developed that will highlight for teachers the different ways in which they and others use children’s literature to teach mathematics?” and “Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)?” Study results indicate that both questions can be answered in the affirmative.

Keywords

children’s literature curriculum ideologies curriculum integration mathematics instruction 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bobbitt, F. 1913Some general principles of management applied to the problems of city school systemsParker, S. eds. Twelfth yearbook of the national society for the study of education (Vol 12, no. 1)University of Chicago PressChicago796Google Scholar
  2. Bobbitt, F. 1918The curriculumRiverside PressBostonGoogle Scholar
  3. Braddon, K.L., Hall, N.J., Taylor, D. 1993Math through children’s literature: Making the NCTM standards come alive.Teacher Ideas PressEnglewood, COGoogle Scholar
  4. Burns, M. 1992Math and literature (K-3).Math SolutionsSausalito, CAGoogle Scholar
  5. Cherry, L. 1990The great kapok tree: A tale of the Amazon rain forestHarcourt Brace JovanovichSan DiegoGoogle Scholar
  6. Cheung, D. 2000Measuring teachers’ meta-orientations to curriculum: Application of hierarchical confirmatory factor analysisJournal of Experimental Education68 149162Google Scholar
  7. Cotti, L. (1997). The evolution of preservice teachers’ educational philosophies: Their perceptions of the influence of a one year graduate teacher education program. Unpublished doctoral dissertation, Boston College, Chestnut Hill.Google Scholar
  8. Counts, G. 1932Dare the school build a new social order?Arno PressNew YorkGoogle Scholar
  9. Earthworks Group. (1990). Fifty simple things kids can do to save the earth. Kansas City, MO: Andrews McMeel Publishing.Google Scholar
  10. Elementary Science Study. (1970). The ESS reader. Newton, MA: Education Development Center.Google Scholar
  11. Fenstermacher, G.D., Soltis, J.F. 1992Approaches to teachingTeachers College PressNew YorkGoogle Scholar
  12. Gagne, R.M. 1963Learning and proficiency in mathematicsThe Mathematics Teacher,56 620626Google Scholar
  13. Gagne, R.M. 1965The conditions of learningHolt, Rinehart, WinstonNew YorkGoogle Scholar
  14. Howson, A.G. 1978Change in mathematics education since the late 1950’s–ideas and realizationGreat Britain. Educational Studies in Mathematics9 183223Google Scholar
  15. Hutchings, A., Hutchings, R. 1997The gummy candy counting bookScholasticNew YorkGoogle Scholar
  16. Kilpatrick, J. 2001Understanding mathematical literacy: the contribution of researchEducational Studies in Mathematics.47101116Google Scholar
  17. Maestro, G. 1995The story of money.Mulberry BooksLancashire, UKGoogle Scholar
  18. Mc Grath, B.B. 1994The M & M brand counting book.CharlesbridgeWatertown, MAGoogle Scholar
  19. McNeil, J.D. 1977Curriculum: A comprehensive introductionLittle, BrownBostonGoogle Scholar
  20. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  21. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  22. National Education Association. (1894). Report of the committee of ten on secondary school studies. New York: American Book Company.Google Scholar
  23. Neuschwander, C., Woodruff, L., Burns, M. 1998Amanda Bean’s amazing dream: A mathematical storyScholasticNew YorkGoogle Scholar
  24. O’Neill, W.F. 1981Educational ideologies: Contemporary expressions or educational philosophy.GoodyearSanta Monica, CAGoogle Scholar
  25. Pallotta, J. 1998The Reese’s pieces peanut butter counting board bookBoard BooksSan FranciscoGoogle Scholar
  26. Pallotta, J. 1999Hershey’s milk chocolate bar fractions bookScholasticNew YorkGoogle Scholar
  27. Parker, F.W. 1894Talks on pedagogicsE.L. KelloggNew YorkGoogle Scholar
  28. Dexter, Planet 1995Pattern block city.Addison-WesleyReading, MAGoogle Scholar
  29. Posner, G.J. 1992Analyzing the curriculumMcGraw-HillNew YorkGoogle Scholar
  30. Schiro, M. 1978Curriculum for better schools: The great ideological debate.Educational Technology PublicationsEnglewood Cliffs, NJGoogle Scholar
  31. Schiro, M. 1992Educators’ perceptions of changes in their curriculum belief systems over timeJournal of Curriculum and Supervision7 250286Google Scholar
  32. Schiro, M. 1997Integrating children’s literature and mathematics in the classroomTeachers College PressNew YorkGoogle Scholar
  33. Schiro, M. 2004Oral storytelling and teaching mathematics.Sage PublicationsThousand Oaks, CAGoogle Scholar
  34. Schubert, W.H. 1986Curriculum: perspective, paradigm, and possibilityMacMillanNew YorkGoogle Scholar
  35. Schubert, W.H. 1987Foundations of curriculum and program designTeaching Education1 8891Google Scholar
  36. Schubert, W.H. 1996Perspectives on four curriculum traditionsEducational HorizonsSummer169176Google Scholar
  37. Sheffield, S. 1995Math and literature (K-3): Book two.Math SolutionsSausalito, CAGoogle Scholar
  38. Skinner, B.F. 1968The technology of teachingAppleton-Century-CroftsNew YorkGoogle Scholar
  39. Testa, F. 1983If you look around youPenguin PutnamNew YorkGoogle Scholar
  40. Welchman-Tischler, R. 1992How to use children’s literature to teach mathematics.National Council of Teachers of MathematicsReston, VAGoogle Scholar
  41. Whitin, D., Wilde, S. 1995It’s the story that counts.HeinemannPortsmouth, NHGoogle Scholar
  42. Zaslavsky, C. 1996The multicultural math classroom.HeinemannPortsmouth, NHGoogle Scholar
  43. Zeichner, K.M. 1993Traditions of practice in U.Spreservice teacher education. Teaching and Teacher Education9113Google Scholar

Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  1. 1.Rhode Island CollegeRainy CottiChestnut HillUSA

Personalised recommendations