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Ortaokul öğrencilerinin matematiksel kavramlar içeren çocuk kitabına dair görüşleri

Year 2025, Volume: 15 Issue: 2, 1157 - 1176, 27.06.2025

Rüveyda Karaman Dündar , Sevde Uslu , Rümeysa Çakmak

https://doi.org/10.30783/nevsosbilen.1675498

Abstract

Matematiksel kavramları içeren çocuk edebiyatı, öğrencilerin matematiksel düşünme becerilerini geliştirmek ve kavramları daha iyi anlamalarını sağlamak için etkili bir öğretim aracıdır. Bu tür edebi eserler, matematiksel fikirleri hikâye kurgusuna yerleştirerek matematik içeriğini öğrenciler için daha anlaşılır ve ilgi çekici hale getirebilir. Bu çalışma, matematiksel kavramların yer aldığı bir çocuk kitabına yönelik ortaokul öğrencilerinin görüşlerini incelemiştir. Bu tür kitapların matematik öğretimindeki olası faydaları ve karşılaşılan zorluklar ele alınmıştır. Bu araştırma, Batı Karadeniz Bölgesi'ndeki bir devlet okulunda öğrenim gören 14 ortaokul öğrencisiyle gerçekleştirilmiş nitel bir durum çalışmasıdır. Öğrencilerin görüşlerini analiz etmek için içerik analizi yöntemi kullanılmıştır. Bulgular, katılımcıların genel olarak bu tür kitaplara olumlu yaklaştığını ve bu kitapların matematik öğrenimini kolaylaştırabileceğini düşündüklerini ortaya koymuştur. Bununla birlikte, bazı zorlukların da fark edildiği belirlenmiştir. Öğrencilerin çoğu, matematikte zorlanan ya da bu derse ilgisi az olan arkadaşlarına bu kitapları önerdiğini belirtmiştir. Katılımcılar, kitabın anlatım tarzını, karakterlerini ve ele alınan matematiksel kavramları genel olarak olumlu değerlendirmiş; ancak bazı eleştiriler de sunmuştur. Elde edilen bulgular, öğretim sürecinde kullanılacak kitapların metin ile görseller arasında uyumlu ve dengeli bir ilişki kurmasının önemine dikkat çekmektedir. Gelecek araştırmalarda, çocuk edebiyatının farklı eğitim düzeylerinde matematik öğretimine nasıl entegre edilebileceği ve farklı edebi türlerin matematik öğrenimini desteklemedeki pedagojik etkileri daha ayrıntılı olarak incelenebilir.

Keywords

Çocuk Edebiyatı Kavramsal Anlama Matematiksel Kavramlar Ortaokul Öğrencileri Öğrenci Görüşleri.

Ethical Statement

Bu çalışma için etik kurul onayı, 11/12/2023 tarihli ve 2023-SBB-0790 sayılı kararıyla Bartın Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan alınmıştır.

Supporting Institution

TÜBİTAK

Project Number

1919B012308899

Thanks

Bu çalışma, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından desteklenen “Ortaokul Öğrencilerinin Matematiksel Kavramlar İçeren Çocuk Edebiyatı Kitaplarına İlişkin Görüşleri” isimli projeye dayanmaktadır (Proje No: 1919B012308899, Proje Bitiş Tarihi: 29/09/2024).

References

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  • Altunbay, M., & Soylu, Ş. (2020). Çocuk edebiyatının disiplinler arası öğrenmeye etkisi: Hikaye ile matematik öğrenimi ve bir kitap incelemesi. Uluslararası Türkoloji Araştırmaları ve İncelemeleri Dergisi, 5(1), 17–24.
  • Ananiadou, K., & Claro, M. (2009). 21st Century skills and competencies for new millennium learners in OECD countries. OECD Publishing. https://doi.org/10.1787/218525261154
  • Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 5–26. https://doi.org/10.1007/BF03217399
  • Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62. https://doi.org/10.1037/0022-0663.98.1.44
  • Björklund, C., & Palmér, H. (2022). Teaching toddlers the meaning of numbers-connecting modes of mathematical representations in book reading. Educational Studies in Mathematics, 110(3), 525–544.
  • Can, D., & Durmaz, B. (2023). An analysis of teachers’ beliefs about the integration of children’s literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
  • Can, D., Özer, A., & Durmaz, B. (2020). Views of pre-service primary school teachers about the integration of children's literature in mathematics teaching. International Journal of Progressive Education, 16(4), 99–114.
  • Cankoy, O. (2011). Problem-solving instruction in the context of children’s literature and problem understanding. Eurasian Journal of Educational Research, 44, 89–110.
  • Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21¬–36.
  • Clarke, C., & Broders, J. A. (2022). The benefits of using picture books in high school classrooms: A study in two Canadian schools. Teachers and Teaching, 28(2), 149–163.
  • Columba, L., Kim, C.Y., & Moe, A.J. (2005). The power of picture books in teaching math and science: Grades PreK–8. Holcomb Hathaway
  • Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. School Library Research, 14, 1–17.
  • Cooper, S., Rogers, R.M., Purdum-Cassidy, B., & Nesmith, M. (2020). Selecting quality picture books for mathematics instruction: What do pre-service teachers look for? Children’s Literature in Education, 51, 110–124. Cotti, R. & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7(4), 329–356.
  • Courtade, G. R., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), 34–44. https://doi.org/10.1177/004005991304500304
  • Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children's literature: Picture books as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage
  • Den Heuvel-Panhuizen, V., Van Den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30–39.
  • Divrik, R., & Coşkun, İ. (2023). The effect of mathematics teaching supported by mathematics stories on 3rd grade students’ achievement and attitudes. International Journal of Education, Technology and Science, 3(3), 1112–1127.
  • Durmaz, B. (2022). An evaluation of the preservice-teacher training for children’s literature and mathematics integration. Journal of Theoretical Educational Science, 15(3), 605–638.
  • Durmaz, B. & Can, D. (2021). Mathematics teaching and children’s literature integration. In B. Durmaz & D. Can (Eds.), Mathematics teaching and children’s literature (2nd ed., pp. 31¬–72). Vizetek Publishing
  • Durmaz, B., & Miçoogullari, S. (2021). The effect of the integrated mathematics lessons with children's literature on the fifth grade students' place value understanding. Acta Didactica Napocensia, 14(2), 244–256.
  • Edelman, J. (2017). How pre-service teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching. International Electronic Journal of Elementary Education, 9(4), 741–752.
  • Edelman, J., Green, K. B., & Jett, C. C. (2019). Children’s literature to inform mathematics teaching and learning: A systematic review of the research literature from 1991–2016. International Journal of Science, Mathematics & Technology Learning, 26(1), 49–60.
  • Elia, I., van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 125–147. https://doi.org/10.1080/1350293x.2010.500054
  • Farrugia, M. T., & Trakulphadetkrai, N. V. (2020). Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7(1), 1817253. https://doi.org/10.1080/2331186X.2020.1817253
  • Furner, J. M. (2017). Using fairy tales and children’s literature in the math classroom: Helping all students become Einstein’s in a STEM world. Journal of Advances in Education Research, 2(2), 103–112. https://doi.org/10.22606/jaer.2017.22006
  • Green, S. (2013). Improving comprehension in middle school math by incorporating children's literature in the instruction of mathematics (Doctoral dissertation, Walden University).
  • Green, K. B., Gallagher, P. A., & Hart, L. (2018). Integrating mathematics and children’s literature for young children with disabilities. Journal of Early Intervention, 40(1), 3–19.
  • Hassinger-Das, B., Jordan, N. C., & Dyson, N. (2015). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal, 116(2), 242–264. https://doi.org/10.1086/683986
  • Hellwig, S., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices: Selecting children's trade books for mathematics instruction. Teaching Children Mathematics, 7(3), 138–143.
  • Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11, 477–494.
  • Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and assessing their quality. The Reading Teacher, 57(7), 618–629.
  • Hyde, A.A. (2006). Comprehending math: Adapting reading strategies to teach mathematics, K–6. Heinemann
  • Jalongo, M. R. (2004). Young children and picture books (2nd ed.). National Association for the Education of Young Children.
  • Kersten, J., Apol, L., & Pataray-Ching, J. (2007). Professional books: Exploring the role of children's literature in the 21st-century classroom. Language Arts, 84(3), 286–292.
  • Lemonidis, C., & Kaiafa, I. (2019). The effect of using storytelling strategy on students’ performance in fractions. Journal of Education and Learning. 8(2), 165–175. https://doi.org/10.5539/jel.v8n2p165
  • Luedtke, M., & Sorvaag, K. (2018). Using children’s literature to enhance math instruction in K-8 classrooms. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. 47–71). Springer
  • McDowell, M. (1976). Fiction for children and adults: Some essential differences. In G. Fox, G. Hammond, T. Jones, F. Smith, & K. Skerek (Eds.), Writers, critics, and children (pp. 140–156). Heinemann
  • McAndrew, E. M., Morris, W. L., & Fennell, F. (2017). Geometry-related children’s literature improves the geometry achievement and attitudes of second-grade students. School Science and Mathematics, 117(1–2), 34–51.https://doi.org/10.1111/ssm.12202
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass
  • Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. Jossey-Bass.
  • Mink, D. V., & Fraser, B. J. (2005). Evaluation of a K-5 mathematics program which integrates children’s literature: Classroom environment and attitudes. International Journal of Science and Mathematics Education, 3, 59–85.
  • Moyer, P. S. (2000). Communicating mathematically: Children’s literature as a natural connection. The Reading Teacher, 54(3), 246–255.
  • Nesmith, S., & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279–297. https://doi.org/10.1080/02568543.2010.510086
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Middle school students’ views on a children’s book incorporating mathematical concepts

Year 2025, Volume: 15 Issue: 2, 1157 - 1176, 27.06.2025

Rüveyda Karaman Dündar , Sevde Uslu , Rümeysa Çakmak

https://doi.org/10.30783/nevsosbilen.1675498

Abstract

Children’s literature integrating mathematical concepts is an effective pedagogical tool for fostering mathematical thinking and enhancing conceptual understanding. By embedding mathematical ideas within narrative structures, such literature can render mathematical content more accessible and meaningful. This study investigates middle school students’ perceptions of children’s literature incorporating mathematical concepts, examining its perceived benefits and challenges within mathematics instruction. The research was conducted with 14 middle school students from a public school in the Western Black Sea Region, employing a qualitative case study methodology. Content analysis was utilized to examine students’ perspectives. Findings indicate that participants generally held positive attitudes toward such literature, recognizing its potential to facilitate mathematics learning, though certain challenges were identified. Many students recommended these books to peers who struggle with mathematics or demonstrate limited interest in the subject. Participants provided favorable evaluations regarding the book's narrative style, character development, and integration of mathematical concepts, though some critiques were noted. The findings underscore the necessity of a well-structured relationship between textual and visual elements to optimize instructional effectiveness. Future research should explore the integration of children’s literature in mathematics education across diverse educational levels and examine the pedagogical implications of various literary genres in supporting mathematical learning.

Keywords

Children’s literature Conceptual Understanding Mathematical Concepts Middle School Students Students’ views.

Ethical Statement

Bu çalışma için etik kurul onayı, 11/12/2023 tarihli ve 2023-SBB-0790 sayılı kararıyla Bartın Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan alınmıştır.

Supporting Institution

TÜBİTAK

Project Number

1919B012308899

Thanks

Bu çalışma, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından desteklenen “Ortaokul Öğrencilerinin Matematiksel Kavramlar İçeren Çocuk Edebiyatı Kitaplarına İlişkin Görüşleri” isimli projeye dayanmaktadır (Proje No: 1919B012308899, Proje Bitiş Tarihi: 29/09/2024).

References

  • Akdağ, E. (2021). The importance of children’s literature and its use in education. In B. Durmaz & D. Can (Eds.), Mathematics teaching and children's literature (2nd ed., pp. 1-30). Vizetek Publishing
  • Altunbay, M., & Soylu, Ş. (2020). Çocuk edebiyatının disiplinler arası öğrenmeye etkisi: Hikaye ile matematik öğrenimi ve bir kitap incelemesi. Uluslararası Türkoloji Araştırmaları ve İncelemeleri Dergisi, 5(1), 17–24.
  • Ananiadou, K., & Claro, M. (2009). 21st Century skills and competencies for new millennium learners in OECD countries. OECD Publishing. https://doi.org/10.1787/218525261154
  • Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 5–26. https://doi.org/10.1007/BF03217399
  • Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62. https://doi.org/10.1037/0022-0663.98.1.44
  • Björklund, C., & Palmér, H. (2022). Teaching toddlers the meaning of numbers-connecting modes of mathematical representations in book reading. Educational Studies in Mathematics, 110(3), 525–544.
  • Can, D., & Durmaz, B. (2023). An analysis of teachers’ beliefs about the integration of children’s literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
  • Can, D., Özer, A., & Durmaz, B. (2020). Views of pre-service primary school teachers about the integration of children's literature in mathematics teaching. International Journal of Progressive Education, 16(4), 99–114.
  • Cankoy, O. (2011). Problem-solving instruction in the context of children’s literature and problem understanding. Eurasian Journal of Educational Research, 44, 89–110.
  • Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21¬–36.
  • Clarke, C., & Broders, J. A. (2022). The benefits of using picture books in high school classrooms: A study in two Canadian schools. Teachers and Teaching, 28(2), 149–163.
  • Columba, L., Kim, C.Y., & Moe, A.J. (2005). The power of picture books in teaching math and science: Grades PreK–8. Holcomb Hathaway
  • Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. School Library Research, 14, 1–17.
  • Cooper, S., Rogers, R.M., Purdum-Cassidy, B., & Nesmith, M. (2020). Selecting quality picture books for mathematics instruction: What do pre-service teachers look for? Children’s Literature in Education, 51, 110–124. Cotti, R. & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7(4), 329–356.
  • Courtade, G. R., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), 34–44. https://doi.org/10.1177/004005991304500304
  • Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children's literature: Picture books as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage
  • Den Heuvel-Panhuizen, V., Van Den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30–39.
  • Divrik, R., & Coşkun, İ. (2023). The effect of mathematics teaching supported by mathematics stories on 3rd grade students’ achievement and attitudes. International Journal of Education, Technology and Science, 3(3), 1112–1127.
  • Durmaz, B. (2022). An evaluation of the preservice-teacher training for children’s literature and mathematics integration. Journal of Theoretical Educational Science, 15(3), 605–638.
  • Durmaz, B. & Can, D. (2021). Mathematics teaching and children’s literature integration. In B. Durmaz & D. Can (Eds.), Mathematics teaching and children’s literature (2nd ed., pp. 31¬–72). Vizetek Publishing
  • Durmaz, B., & Miçoogullari, S. (2021). The effect of the integrated mathematics lessons with children's literature on the fifth grade students' place value understanding. Acta Didactica Napocensia, 14(2), 244–256.
  • Edelman, J. (2017). How pre-service teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching. International Electronic Journal of Elementary Education, 9(4), 741–752.
  • Edelman, J., Green, K. B., & Jett, C. C. (2019). Children’s literature to inform mathematics teaching and learning: A systematic review of the research literature from 1991–2016. International Journal of Science, Mathematics & Technology Learning, 26(1), 49–60.
  • Elia, I., van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of pictures in picture books on children’s cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 125–147. https://doi.org/10.1080/1350293x.2010.500054
  • Farrugia, M. T., & Trakulphadetkrai, N. V. (2020). Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7(1), 1817253. https://doi.org/10.1080/2331186X.2020.1817253
  • Furner, J. M. (2017). Using fairy tales and children’s literature in the math classroom: Helping all students become Einstein’s in a STEM world. Journal of Advances in Education Research, 2(2), 103–112. https://doi.org/10.22606/jaer.2017.22006
  • Green, S. (2013). Improving comprehension in middle school math by incorporating children's literature in the instruction of mathematics (Doctoral dissertation, Walden University).
  • Green, K. B., Gallagher, P. A., & Hart, L. (2018). Integrating mathematics and children’s literature for young children with disabilities. Journal of Early Intervention, 40(1), 3–19.
  • Hassinger-Das, B., Jordan, N. C., & Dyson, N. (2015). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal, 116(2), 242–264. https://doi.org/10.1086/683986
  • Hellwig, S., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices: Selecting children's trade books for mathematics instruction. Teaching Children Mathematics, 7(3), 138–143.
  • Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11, 477–494.
  • Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and assessing their quality. The Reading Teacher, 57(7), 618–629.
  • Hyde, A.A. (2006). Comprehending math: Adapting reading strategies to teach mathematics, K–6. Heinemann
  • Jalongo, M. R. (2004). Young children and picture books (2nd ed.). National Association for the Education of Young Children.
  • Kersten, J., Apol, L., & Pataray-Ching, J. (2007). Professional books: Exploring the role of children's literature in the 21st-century classroom. Language Arts, 84(3), 286–292.
  • Lemonidis, C., & Kaiafa, I. (2019). The effect of using storytelling strategy on students’ performance in fractions. Journal of Education and Learning. 8(2), 165–175. https://doi.org/10.5539/jel.v8n2p165
  • Luedtke, M., & Sorvaag, K. (2018). Using children’s literature to enhance math instruction in K-8 classrooms. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. 47–71). Springer
  • McDowell, M. (1976). Fiction for children and adults: Some essential differences. In G. Fox, G. Hammond, T. Jones, F. Smith, & K. Skerek (Eds.), Writers, critics, and children (pp. 140–156). Heinemann
  • McAndrew, E. M., Morris, W. L., & Fennell, F. (2017). Geometry-related children’s literature improves the geometry achievement and attitudes of second-grade students. School Science and Mathematics, 117(1–2), 34–51.https://doi.org/10.1111/ssm.12202
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass
  • Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. Jossey-Bass.
  • Mink, D. V., & Fraser, B. J. (2005). Evaluation of a K-5 mathematics program which integrates children’s literature: Classroom environment and attitudes. International Journal of Science and Mathematics Education, 3, 59–85.
  • Moyer, P. S. (2000). Communicating mathematically: Children’s literature as a natural connection. The Reading Teacher, 54(3), 246–255.
  • Nesmith, S., & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279–297. https://doi.org/10.1080/02568543.2010.510086
  • Organization for Economic Co-operation and Development (OECD). (2008). 21st-century skills: How can you prepare students for the new global economy? https://www.oecd.org/site/educeri21st/40756908.pdf
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There are 65 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Educational Sciences
Authors

Rüveyda Karaman Dündar 0000-0002-8903-9627

Sevde Uslu 0009-0001-5327-6655

Rümeysa Çakmak 0009-0001-5972-9635

Project Number 1919B012308899
Early Pub Date June 25, 2025
Publication Date June 27, 2025
Submission Date April 13, 2025
Acceptance Date June 19, 2025
Published in Issue Year 2025 Volume: 15 Issue: 2

Cite

APA Karaman Dündar, R., Uslu, S., & Çakmak, R. (2025). Middle school students’ views on a children’s book incorporating mathematical concepts. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 15(2), 1157-1176. https://doi.org/10.30783/nevsosbilen.1675498
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