Development and Education Studies

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Early math skills are crucial to children’s math and school success in the following years. The use of storybooks as a mathematics learning method has been discussed frequently in recent years. Shared book reading allows different mathematical conversations to pass between parent or teacher and child. NCTM (1989) promotes the using of mathematics storybooks as a way of introducing mathematical ideas to children, as it offers a meaningful context for teaching mathematics concepts to children. Shared book reading improves children’s problem-solving skills, allows for an exchange of ideas, establishes logical, and may prompt discussion of abstract concepts. This chapter reviews how children learn mathematics and research on the use of storybooks for mathematics skill development. It concludes with examples of how explicit and implicit storybooks, in either paper or digital versions, may be used.


Keywords: Storybooks, mathematics, children’s learning of mathematics, children’s development

著者について

Gazi University Faculty of Gazi Educaiton Ankara, Turkey


hsimsekbekir@gmail.com


Has been working at Gazi University, Gazi Faculty of Education, Department of Primary Education, Division of Preschool Education as an instructor. She has studies on Child Development and Education.

Gazi University Faculty of Gazi Educaiton Ankara, Turkey


vbayraktar@gazi.edu.tr


Has been working at Gazi University, Gazi Faculty of Education, Department of Primary Education, Division of Preschool Education as an instructor. He has studies on Preschool Education, Family Participation, Preparation for Reading and Writing, and Children’s Literature.

Gazi University Faculty of Gazi Educaiton Ankara, Turkey


karaceliknur@gmail.com


Has been working at Gazi University, Gazi Faculty of Education, Department of Primary Education, Division of Preschool Education as a research assistant. She has studies on Sibling Relationship and Language Development.

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