Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
권호 표지

The Differences in 'Math Talks' during Storybook Reading Activities According to the Types of Math Storybook Used

이야기 나누기 활동에서 수학동화유형에 따른 수학적 담화의 차이

  • Hong, Hae-Kyung (Dept. of Early Childhood Education, Chonnam National University)
  • 홍혜경 (전남대학교 유아교육과)
  • Received : 2010.06.28
  • Accepted : 2010.09.10
  • Published : 2010.10.31
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Abstract

This study was to investigate the differences of 'math talks' between concept-based storybook reading and context-based storybook reading activities. The teachers carried out storybook reading activities with their children using either four concept-based storybooks or four context-based storybooks. Fifty-six storybook reading activities from seven kindergarten classrooms were observed. The data were collected through participant observations and audio recordings. The transcriptions of 'math talks' during storybook reading activity were classified in terms of the levels of instructional conversation, types of mathematizing, and the mathematical processes involved. The results indicated that the 'math talks' during the concept-based storybook reading activity were higher than those of the context-based storybook reading activity in terms of both the instructional conversation and in quantifying and redescribing of mathematizing. However, the 'math talks' during the context-based storybook reading activity were higher than those of the concept-based storybook reading activity in connecting and reasoning of the mathematical processes involved. These findings suggest that early childhood teachers need to improve the level of instructional conversation during math storybook reading activities.

Keywords

References

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