Story Time STEM: Disciplinary Learning Through Shared Reading Experiences

• In Event: 47.073 - Weaving Stories Into STEM Learning

Abstract

Purpose: Story Time STEM examines ways to cultivate mathematics learning through meaningful discussion of children’s literature. The aims of Story Time STEM are to a) develop a set of resources for shared reading experiences with a mathematical lens in formal and informal learning settings, b) design and implement professional development to support the enactment of mathematical shared reading experiences, and c) gauge the impact of these experiences on teaching and learning. This project involves a range of partners including a public library system, diverse suburban school district, and research university.

Theoretical framework: This study integrates literacy and mathematics education research, focusing on shared reading, discussion across disciplines, and Common Core State Standards. Shared reading experiences—reading aloud to, and with, children—have many benefits including engagement in reading-related activities and building knowledge in disciplines such as mathematics and science (e.g. Morrow, 2003). These experiences help children actively explore ideas and illustrations in fiction and nonfiction texts and promote literacy and mathematical development through interactive discussion (e.g. Sipe, 2002). Engaging in productive discussions is essential to learning with understanding (Chapin, O'Connor, & Anderson, 2009). Discussion-based mathematics learning has shown positive outcomes for students, such as increasing enjoyment of and positive identities with mathematics (Boaler, 1997). This study’s design was informed by the Common Core State Standards for English Language Arts and Mathematics (Common Core State Standards Initiative, 2011), placing particular emphasis on the integration of reading, listening, speaking, and analyzing skills.

Methods: This project used a case study approach (Stake, 1995) and qualitative techniques (Miles & Huberman, 1994) to study the design and implementation of cross-disciplinary shared-reading experiences and resulting discussion in informal and formal learning settings.

Data sources: Participants in this study included 14 classroom teachers, 4 librarians, and approximately 400 children across settings (including parents/caregivers in library settings). Data sources include: field notes and observation rubrics; group interviews with educators, parents, and children in library settings; children’s work samples (drawings and writing); performance tasks individually administered to a purposeful sample of children (grades K-3).

Results: Three themes emerge from our analysis. First, responses to the shared reading experiences suggest an increased awareness of ideas and illustrations and using these features of text to discuss mathematics. Second, making connections between stories and children’s lives helps create engaging experiences and mathematical learning. Finally, both educators and children engaged in meaningful learning as they participated in discussions and enacted practices of mathematicians through collaborative discussions of children’s literature.

Significance: This study contributes to research examining cross-disciplinary learning with children and educators across a range of settings. While shared reading is a widespread literacy practice, ways to thoughtfully connect this practice to mathematics have not been fully examined. This study utilizes shared reading as a means of examining the impact of integrating math concepts, literacy skills, and discussion, thereby providing an approach for increasing educational access and achievement for all children.

Authors

• Antony T. Smith, University of Washington - Bothell

• Allison Beth Hintz, University of Washington - Bothell