Teacher–child interactions during shared book reading in the domain of early mathematics

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Mathematics Education Research Journal Pub Date : 2024-09-05 DOI:10.1007/s13394-024-00503-2
Emke Op ‘t Eynde, Mayra Lara Mascareño, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns
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Abstract

This study examined the teacher–child interactions during shared book reading (SBR) in the domain of early mathematics. We investigated preschool teachers’ and children’s talk in terms of (1) communicative acts, mathematical focus, and level of abstraction (literal versus inferential), (2) the sequential relation between teacher’s talk and children’s mathematical inferential talk, and (3) the contribution of the type of picture book (mathematical versus non-mathematical) and teachers’ pedagogical content knowledge (MPCK) to the amount of mathematical inferential talk and the strength of the sequential relation. Twelve preschool teachers read one mathematical and one non-mathematical picture book to their preschoolers, resulting in 24 reading sessions. All 24 sessions were video-recorded, transcribed, and coded. Our analyses revealed that teachers’ mathematical talk was dominated by initiations, follow-ups and comments, and children’s mathematical talk by responses and comments. About 30% of teachers’ mathematical initiations and children’s mathematical responses were inferential; approximately 25% of children’s mathematical comments were inferential. Next, we observed a strong sequential relation between teachers’ mathematical inferential prompts and children’s mathematical inferential responses. Finally, the type of picture book, but not preschool teachers’ MPCK, contributed to the SBR interaction: preschool teachers formulated more inferential elaborative follow-ups when reading a mathematical compared to a non-mathematical picture book, and the sequential relation between teacher’s mathematical inferential prompts and children’s mathematical inferential responses was stronger for mathematical picture books.

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早期数学领域师幼共同阅读图书时的互动
本研究探讨了早期数学领域中教师与儿童在共享图书阅读(SBR)过程中的互动。我们从以下几个方面对学前教师和儿童的谈话进行了研究:(1)交流行为、数学重点和抽象程度(字面与推理);(2)教师谈话和儿童数学推理谈话之间的顺序关系;(3)图画书类型(数学与非数学)和教师的教学内容知识(MPCK)对数学推理谈话的数量和顺序关系强度的影响。12 位学前教师为学前儿童阅读了一本数学绘本和一本非数学绘本,共进行了 24 次阅读。我们对所有 24 个阅读过程进行了录像、转录和编码。我们的分析表明,教师的数学对话主要以发起、跟进和评论为主,而儿童的数学对话则以回应和评论为主。在教师的数学启发和儿童的数学回应中,约有 30% 是推论性的;在儿童的数学评论中,约有 25% 是推论性的。其次,我们观察到教师的数学推理提示和儿童的数学推理回答之间有很强的顺序关系。最后,图画书的类型(而非学前教师的多语种能力)对 SBR 的交互作用起了作用:与非数学图画书相比,学前教师在阅读数学图画书时提出了更多的推论性详细追问,而且数学图画书中教师的数学推论性提示与儿童的数学推论性回答之间的顺序关系更强。
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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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