{"title":"Teacher–child interactions during shared book reading in the domain of early mathematics","authors":"Emke Op ‘t Eynde, Mayra Lara Mascareño, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns","doi":"10.1007/s13394-024-00503-2","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00503-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
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.
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.