Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning.
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| Title: | Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning. |
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| Authors: | Livy, Sharyn1 (AUTHOR), Muir, Tracey2 (AUTHOR), Trakulphadetkrai, Natthapoj Vincent3 (AUTHOR) n.trakulphadetkrai@reading.ac.uk, Larkin, Kevin4 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Feb2023, Vol. 26 Issue 1, p5-26. 22p. |
| Subject Terms: | *Children's literature, *Primary school teachers, *Student teachers, *Teacher training, Evidence gaps, Triangles |
| Geographic Terms: | Australia |
| Abstract: | This qualitative survey study set out to investigate in-service and pre-service primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children's literature, research into teachers' perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children's literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children's literature to enrich their mathematics teaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161418848 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Livy%2C+Sharyn%22">Livy, Sharyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Muir%2C+Tracey%22">Muir, Tracey</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Trakulphadetkrai%2C+Natthapoj+Vincent%22">Trakulphadetkrai, Natthapoj Vincent</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> n.trakulphadetkrai@reading.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Larkin%2C+Kevin%22">Larkin, Kevin</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Feb2023, Vol. 26 Issue 1, p5-26. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink><br /><searchLink fieldCode="DE" term="%22Triangles%22">Triangles</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This qualitative survey study set out to investigate in-service and pre-service primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children's literature, research into teachers' perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children's literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children's literature to enrich their mathematics teaching. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-021-09517-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 5 Subjects: – SubjectFull: Children's literature Type: general – SubjectFull: Primary school teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Evidence gaps Type: general – SubjectFull: Triangles Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Livy, Sharyn – PersonEntity: Name: NameFull: Muir, Tracey – PersonEntity: Name: NameFull: Trakulphadetkrai, Natthapoj Vincent – PersonEntity: Name: NameFull: Larkin, Kevin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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