Storybook reading is promoted as a means through which to teach mathematical concepts to young children. However, except for a small number of case studies, Anderson states that there has been little research documenting the mathematical learning that occurs when parents and children read storybooks.
In the present study, 21 parents (17 mothers, 4 fathers) were audio taped as they read One Snowy Night to their child at home, usually at bedtime. Four dyads who accounted for the most mathematics related interactions were selected and their discourse or talk about mathematical concepts was analyzed. Results showed that parents and children conversed about several mathematical concepts as they made sense of the text, including subitizing — the ability to identify the number of small groups of objects (e.g. 2, 3, or 4) without counting each object separately – counting, comparing size, and some addition/subtraction problem solving. While parents initiated most of the talk about mathematics, some of the children also initiated such conversations. The participants were well educated, middle class families, who spoke English as their first language. Still, there was considerable variety in the manner in which they shared storybooks and, in turn, supported mathematical learning. This diversity is consistent with other research and leads us to question the assumption that there is “best” or “correct” way to share storybooks that we believe is implied in some of the professional literature.
Reference:
- 1.Anderson, A., Anderson, J. & Shapiro, J. Journal for Research in MathematicsJanuary 2004.
By: Alicia F. Tabugan | Teacher III | Bagumbayan Elementary School | Pilar, Bataan
