Irish Teachers' Perceptions on the Integration of Children's Literature in Mathematics Teaching and Learning

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-1 - Mathematics Teachers Instructional Decision Making

Abstract

The beneficial role that children’s literature plays in facilitating the integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by international research. In Ireland, many policy initiatives have been introduced to address concerns about young people’s lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. This study seeks to ascertain Irish pre-service and in-service teachers’ views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’ literature in the mathematics classroom. The analysis of the findings will be framed using Ajzen (1991)’s Theory of Planned Behavior (TPB) model.

Authors

• Mark Prendergast, Trinity College Dublin

• Natthapoj Vincent Trakulphadetkrai, University of Reading

• Lorraine Harbison

• Sue Miller