Developing a framework for the evaluation of picturebooks that support kindergartners' learning of mathematics

Abstract

The purpose of this study was to investigate what experts in the use of picturebooks in mathematics education consider powerful characteristics of such books in the support of young children's learning of mathematics. The study started by investigating experts’ views of such characteristics, as reflected in academic and professional publications on the use of picturebooks in mathematics education. This resulted in a first version of a framework of learning-supportive characteristics of picturebooks. In the second part of the study the framework was refined, and its tenability was tested through a four-round Delphi method, in which seven experts were asked to comment on, and work with, the framework when evaluating three picturebooks. The experts’ evaluations of these books showed that a larger number of learning-supportive characteristics were identified when using the framework than when not using it. ABSTRACT FROM AUTHOR]; Copyright of Research in Mathematics Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)