A teacher's choice
Preschool teachers’ selection and use of picture books for mathematics instruction
Bibliographic Data
| ID | 12136452 |
|---|---|
| Authors | Suzanne Elise Splinter (0000-0002-5132-6938, KU Leuven, corresponding author), Fien Depaepe (0000-0001-5440-1318, IMEC), Lieven Verschaffel (0000-0002-5283-6470, KU Leuven), Joke Torbeyns (0000-0003-3244-0265, KU Leuven) |
| Year | 2023 |
| Volume | 66 |
| Pages | 135-146 |
| Publication date | 2023-10-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2023.10.002 |
| OpenAlex | W4387591776 |
| Language | EN |
| References cited | 42 |
Literacy · Mathematics education · Numeracy · Pedagogy · Picture books · Preference · Selection (genetic algorithm · Teaching method · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Psychology
Gpower
Beyond Dichotomies
Causal Connections Between Mathematical Language and Mathematical Knowledge
Children’s Picture Books
Mathematics Learning Opportunities in Preschool
Future preschool teachers’ mathematical questions during shared book reading
Engaging caregivers and children in picture books
Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge
How best to teach the cardinality principle
Acquisition of the cardinal word principle
Preferences for tactile and narrative counting books across parents with different education levels
Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes
Are content and structural features of counting books aligned with research on numeracy development
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Big Math for Little Kids
Home and preschool learning environments and their relations to the development of early numeracy skills
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play
Preschool children's mathematical knowledge
School readiness and later achievement
Is pre-K classroom quality associated with kindergarten and middle-school academic skills
Informal Numeracy Skills
| Highly cited | No |
|---|