Follow the Signs to Promote Accurate Geometric Shape Knowledge
Abstract
This article will help readers see shape-related children's books in new ways to help PreK-12 learners, as well as future teachers, to develop mathematically accurate concepts. The printable templates and guidelines help preschool, elementary, middle school, and high school teachers select and use children's books about shapes. Librarians, parents, authors, illustrators, and publishers will also find this resource helpful for selecting or creating accurate books about shapes.
References
Clements, D. H. (1999). Geometric and spatial thinking in young children. In J. Copley (Ed.), Mathematics in the early years (pp. 66–79). Reston, VA, & Washington, DC: National Council of Teachers of Mathematics and National Association for the Education of Young Children.
Erikson Institute, Early Math Collaborative. (2014). Big ideas of early mathematics: What teachers of young children need to know. Upper Saddle River, NJ: Pearson.
Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
Schifter, D. (1999). Learning geometry: Some insights drawn from teacher writing. Teaching Children Mathematics, 5, 360–366.
van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picture books that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14, 17–47. doi:10.1080/14794802.2012.657437
van Hiele, P. (1999). Developing geometric thinking through activities that begin with play. Teaching Children Mathematics, 5, 310–316.
Usiskin, Z. & Griffin, J. (with Witonsky, D. & Willmore, E.) (2008). The Classification of Quadrilaterals: A Study of Definition. Charlotte, NC: Information Age Publishing, Inc.
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Copyright (c) 2018 Julie Nurnberger-Haag
