阅读图画书对于幼儿数学的影响
论文名：Effects of reading picture books on kindergartnersrsquo; mathematics performance
原文作者：Marja van den Heuvel-Panhuizen, Iliada Elia amp; Alexander Robitzsch
书名：Educational Psychology
出版日期：2014（10） 参考页码：323-325
摘要：在故事情景中有助于孩子构建知识的脚手架，图画书可以帮助孩子们把个人的意义与书中涉及的数学对象联系起来，而且在面对叙事的图画书，女孩的学习动机相对于男孩更积极。除此之外，图画书本身具有潜力，在读书过程中，孩子们会自发地说出与数学相关的话语。
关键词：幼儿园； 数学； 绘本：阅读
对于许多4到6岁的孩子来说，幼儿园是他们第一个接触到包括数学在内的学校课程的机构教育环境。向儿童教授数学已经有很长的历史，可以追溯到1631年，当时Comenius pub出版了他的书《幼儿学校》，以这种方式刺激了针对儿童的数学课程的创建。科米纽斯强调对物体的观察和操作，甚至用图画书来支持儿童在脑海中留下印象。在我们这个时代,利用图画书来支持儿童对数学的理解，尽管读绘本似乎不太适合教数学，但书中讲述的故事可能包含数学，因此它们为孩子们提供了面对数学的机会。儿童在绘本中可能遇到的数学问题应该从广义上进行探讨。这意味着，除了常见的数学主题，如数字、测量和几何，以及数学过程和结果，甚至和数学相关的模式都可以被视为数学内容。
给孩子们读图画书以帮助他们学习数学一个非常重要的原因中画书中包含的故事是有意义的并且与上下文有关。伊根还强调，故事形式是建立意义的基本工具。此外，关于词义学习的研究表明，在故事语境中学习可以增加对已掌握知识的记忆。特别是，许多认知科学家认为故事是“认知系统中获取和保存信息的最自然的有组织的知识包”。同意这一点，而洛维特和克拉克指出，图画书可以提供认知结构探索和建构数学概念和技能的必要性的理论基础，在一个有意义的背景下发展数学理解也是基于戴夫数学思想的一个有意义的活动，支持维果斯基和行动心理学习方式。
发展数学理解必须有一个有意义的背景，这一理论基础也基于弗罗登萨尔将数学视为一种有意义的活动的观点，并得到维果茨基学派和行为心理学学习方法的支持。维果斯基认为，学习只有在有意义的时候才能促进个人和文化的发展。这种有意义的情景可以在教师读绘本的时候创造，也可以在孩子们自由玩耍的时候自己读绘本的时候创造。图画书可以使孩子们遇到问题，可以激发他们问自己的问题，寻找答案，考虑不同的观点，与他人交换意见，并根据已有的知识对自己的发现进行评价。这样，图画书可以帮助孩子们把个人的意义与书中涉及的数学对象联系起来。Van den heuvell- panhuizen和Elia也发现了除了图画书中包含的数学和帮助理解这种数学的相关有意义的上下文外，其他所谓的“学习支持”特征。根据他们进行的一项文献审查和专家咨询，发现绘本为儿童提供参与机会是特别重要的。孩子们应该通过提问、解释和给他们惊喜来激发他们的认知、情感或身体上的参与。
尽管大多数关于阅读儿童图画书的研究都集中在对早期语言和识字能力发展的影响上，几项研究也已经展开，研究了阅读图画书对幼儿数学学习的影响。在这些研究中，大多数的阅读课都是在课堂中进行，随后是其他活动，如玩故事、唱数学韵律歌或创作几何难题。关于书籍组合方法的研究通常都显示出积极的影响，特别是，总体上对幼儿园学生的数学成绩有积极影响。他们的几何技能、他们的数学态度和数学词汇的使用。然而，对标准化数学测试的影响并不总是被发现。
除了将阅读与课堂活动相结合的研究之外，还有一些研究侧重于读书本身的潜力。这些研究中的一个发现是，给年幼的孩子读图画书会导致无端的数学相关的话语。在安德森等人的研究中，父母给他们四岁的孩子读一本图画故事书，这导致他们参与其中，van den Heuvel-Panhuizen的研究还发现，在读书过程中，孩子们会自发地说出与数学相关的话语，包括关于集合的数量的陈述，使用未定义的量词，如“所有人”或“每个人”，表达空间位置。尽管在后一项研究中给孩子读的图画书并不是专门为数学教学而写，但令人惊讶的是，他们几乎一半的话语与数学有关。这一结果证实了安德森等人的研究结果，因为他们也用了原本不用于教学的书籍。
另一项需要考虑的研究发现是，儿童可能受益于不同意不同于使用儿童文学的数学课程，特别是在性别方面，有一些证据表明它可能发挥作用。例如凯西、埃尔库特等人的研究显示，他们的文献中嵌入了数学干预，解决了几何技能，对女孩比男孩更有利。此外，弥勒的认为，在学校里关注故事书对女孩更有吸引力，女孩子的阅读动机比男孩更积极。
外文文献出处：Educational Psychology
附外文文献原文
Using picture books for teaching mathematics in kindergarten
For many children between the ages of four and six, kindergarten is the first institutional educational setting in which they come across school subjects, including mathematics. The teaching of mathematics to children of that young age already has a long history (Saracho amp; Spodek, 2009), dating back to 1631 when Comenius published his book School of Infancy and in this way stimulated the creation of mathematics programmes for young children. Comenius emphasised the observation and manipulation of objects and even used a picture book to support children to make impressions in the mind (Schickedanz, 1995). In our times, making use of picture books for supporting childrenrsquo;s mathematical understanding has become increasingly popular since the last decade (Haury, 2001; National Council of Teachers of Mathematics [NCTM], 2000). By picture books, we mean books consisting of text and pictures, lsquo;in which the story depends on the interaction between written text and image and where both have been created with a conscious aesthetic intentionrsquo;(Arizpe amp; Styles, 2003, p. 22).
Even though reading picture books might not seem very suitable for teaching mathematics, stories narrated in a book may contain mathematics, and as such they offer children opportunities to face mathematics (Anderson, Anderson, amp; Shapiro, 2005). In agreement with the comprehensive interpretation of mathematics to be taught to young children that can be found in many mathematics curricula and standard documents worldwide, such as of the NCTM and the National Association for the Education of Young Children (NAEYC) (see NCTM, 2000; NAEYC amp; NCTM, 2002), the mathematics that children can encounter in picture books should be viewed in a broad sense. This means that in addition to the usual mathematical topics, such as number, measurement and geometry, as well as mathematical processes and dispositions and mathematics-related themes, including, for example, growth, patterns, fairness, and cause and effect can be considered as mathematical content (Van den Heuvel-Panhuizen amp; Elia, 2012).
A very important reason why reading picture books to children may help them in learning mathematics has to do with the meaningful context of the stories included in picture books (Columba, Kim, amp; Moe, 2005; Moyer, 2000; Whitin amp; Wilde, 1992). Also Egan (1985) emphasised that the story form is a basic tool for establishing meaning. Moreover, research about learning word meanings suggests that learning within a story context increases the retention and recall of the learned knowledge (Biemiller amp; Boote, 2006; Horst, Parsons, amp; Bryan, 2011). In particular, a number of cognitive scientists consider the story as lsquo;the most natural package of organised knowledge in the cognitive system for acquiring and retaining informationrsquo; (Casey, Andrews, et al., 2008, p. 276). In agreement with this, Lovitt and Clarke (1992) pointed out that picture books can offer cognitive hooks to explore and construct mathematical concepts and skills.
The theoretical grounding for the necessity of having a meaningful context for developing mathematical understanding is also based on Freudenthalrsquo;s (1983) ideas of mathematics as a meaningful activity and is supported by the Vygotskian and action psychological approach to learning (Van Oers, 1996). According to Van Oers (1996), learning can endorse the personal and cultural development of a person only when it is meaningful. Such meaningful situations can be created either when a teacher is reading a picture book or when the children are lsquo;readingrsquo; a picture book
剩余内容已隐藏，支付完成后下载完整资料
阅读图画书对于幼儿数学的影响
论文名：Effects of reading picture books on kindergartnersrsquo; mathematics performance
原文作者：Marja van den Heuvel-Panhuizen, Iliada Elia amp; Alexander Robitzsch
书名：Educational Psychology
出版日期：2014（10） 参考页码：323-325
摘要：在故事情景中有助于孩子构建知识的脚手架，图画书可以帮助孩子们把个人的意义与书中涉及的数学对象联系起来，而且在面对叙事的图画书，女孩的学习动机相对于男孩更积极。除此之外，图画书本身具有潜力，在读书过程中，孩子们会自发地说出与数学相关的话语。
关键词：幼儿园； 数学； 绘本：阅读
对于许多4到6岁的孩子来说，幼儿园是他们第一个接触到包括数学在内的学校课程的机构教育环境。向儿童教授数学已经有很长的历史，可以追溯到1631年，当时Comenius pub出版了他的书《幼儿学校》，以这种方式刺激了针对儿童的数学课程的创建。科米纽斯强调对物体的观察和操作，甚至用图画书来支持儿童在脑海中留下印象。在我们这个时代,利用图画书来支持儿童对数学的理解，尽管读绘本似乎不太适合教数学，但书中讲述的故事可能包含数学，因此它们为孩子们提供了面对数学的机会。儿童在绘本中可能遇到的数学问题应该从广义上进行探讨。这意味着，除了常见的数学主题，如数字、测量和几何，以及数学过程和结果，甚至和数学相关的模式都可以被视为数学内容。
给孩子们读图画书以帮助他们学习数学一个非常重要的原因中画书中包含的故事是有意义的并且与上下文有关。伊根还强调，故事形式是建立意义的基本工具。此外，关于词义学习的研究表明，在故事语境中学习可以增加对已掌握知识的记忆。特别是，许多认知科学家认为故事是“认知系统中获取和保存信息的最自然的有组织的知识包”。同意这一点，而洛维特和克拉克指出，图画书可以提供认知结构探索和建构数学概念和技能的必要性的理论基础，在一个有意义的背景下发展数学理解也是基于戴夫数学思想的一个有意义的活动，支持维果斯基和行动心理学习方式。
发展数学理解必须有一个有意义的背景，这一理论基础也基于弗罗登萨尔将数学视为一种有意义的活动的观点，并得到维果茨基学派和行为心理学学习方法的支持。维果斯基认为，学习只有在有意义的时候才能促进个人和文化的发展。这种有意义的情景可以在教师读绘本的时候创造，也可以在孩子们自由玩耍的时候自己读绘本的时候创造。图画书可以使孩子们遇到问题，可以激发他们问自己的问题，寻找答案，考虑不同的观点，与他人交换意见，并根据已有的知识对自己的发现进行评价。这样，图画书可以帮助孩子们把个人的意义与书中涉及的数学对象联系起来。Van den heuvell- panhuizen和Elia也发现了除了图画书中包含的数学和帮助理解这种数学的相关有意义的上下文外，其他所谓的“学习支持”特征。根据他们进行的一项文献审查和专家咨询，发现绘本为儿童提供参与机会是特别重要的。孩子们应该通过提问、解释和给他们惊喜来激发他们的认知、情感或身体上的参与。
尽管大多数关于阅读儿童图画书的研究都集中在对早期语言和识字能力发展的影响上，几项研究也已经展开，研究了阅读图画书对幼儿数学学习的影响。在这些研究中，大多数的阅读课都是在课堂中进行，随后是其他活动，如玩故事、唱数学韵律歌或创作几何难题。关于书籍组合方法的研究通常都显示出积极的影响，特别是，总体上对幼儿园学生的数学成绩有积极影响。他们的几何技能、他们的数学态度和数学词汇的使用。然而，对标准化数学测试的影响并不总是被发现。
除了将阅读与课堂活动相结合的研究之外，还有一些研究侧重于读书本身的潜力。这些研究中的一个发现是，给年幼的孩子读图画书会导致无端的数学相关的话语。在安德森等人的研究中，父母给他们四岁的孩子读一本图画故事书，这导致他们参与其中，van den Heuvel-Panhuizen的研究还发现，在读书过程中，孩子们会自发地说出与数学相关的话语，包括关于集合的数量的陈述，使用未定义的量词，如“所有人”或“每个人”，表达空间位置。尽管在后一项研究中给孩子读的图画书并不是专门为数学教学而写，但令人惊讶的是，他们几乎一半的话语与数学有关。这一结果证实了安德森等人的研究结果，因为他们也用了原本不用于教学的书籍。
另一项需要考虑的研究发现是，儿童可能受益于不同意不同于使用儿童文学的数学课程，特别是在性别方面，有一些证据表明它可能发挥作用。例如凯西、埃尔库特等人的研究显示，他们的文献中嵌入了数学干预，解决了几何技能，对女孩比男孩更有利。此外，弥勒的认为，在学校里关注故事书对女孩更有吸引力，女孩子的阅读动机比男孩更积极。
外文文献出处：Educational Psychology
附外文文献原文
Using picture books for teaching mathematics in kindergarten
For many children between the ages of four and six, kindergarten is the first institutional educational setting in which they come across school subjects, including mathematics. The teaching of mathematics to children of that young age already has a long history (Saracho amp; Spodek, 2009), dating back to 1631 when Comenius published his book School of Infancy and in this way stimulated the creation of mathematics programmes for young children. Comenius emphasised the observation and manipulation of objects and even used a picture book to support children to make impressions in the mind (Schickedanz, 1995). In our times, making use of picture books for supporting childrenrsquo;s mathematical understanding has become increasingly popular since the last decade (Haury, 2001; National Council of Teachers of Mathematics [NCTM], 2000). By picture books, we mean books consisting of text and pictures, lsquo;in which the story depends on the interaction between written text and image and where both have been created with a conscious aesthetic intentionrsquo;(Arizpe amp; Styles, 2003, p. 22).
Even though reading picture books might not seem very suitable for teaching mathematics, stories narrated in a book may contain mathematics, and as such they offer children opportunities to face mathematics (Anderson, Anderson, amp; Shapiro, 2005). In agreement with the comprehensive interpretation of mathematics to be taught to young children that can be found in many mathematics curricula and standard documents worldwide, such as of the NCTM and the National Association for the Education of Young Children (NAEYC) (see NCTM, 2000; NAEYC amp; NCTM, 2002), the mathematics that children can encounter in picture books should be viewed in a broad sense. This means that in addition to the usual mathematical topics, such as number, measurement and geometry, as well as mathematical processes and dispositions and mathematics-related themes, including, for example, growth, patterns, fairness, and cause and effect can be considered as mathematical content (Van den Heuvel-Panhuizen amp; Elia, 2012).
A very important reason why reading picture books to children may help them in learning mathematics has to do with the meaningful context of the stories included in picture books (Columba, Kim, amp; Moe, 2005; Moyer, 2000; Whitin amp; Wilde, 1992). Also Egan (1985) emphasised that the story form is a basic tool for establishing meaning. Moreover, research about learning word meanings suggests that learning within a story context increases the retention and recall of the learned knowledge (Biemiller amp; Boote, 2006; Horst, Parsons, amp; Bryan, 2011). In particular, a number of cognitive scientists consider the story as lsquo;the most natural package of organised knowledge in the cognitive system for acquiring and retaining informationrsquo; (Casey, Andrews, et al., 2008, p. 276). In agreement with this, Lovitt and Clarke (1992) pointed out that picture books can offer cognitive hooks to explore and construct mathematical concepts and skills.
The theoretical grounding for the necessity of having a meaningful context for developing mathematical understanding is also based on Freudenthalrsquo;s (1983) ideas of mathematics as a meaningful activity and is supported by the Vygotskian and action psychological approach to learning (Van Oers, 1996). According to Van Oers (1996), learning can endorse the personal and cultural development of a person only when it is meaningful. Such meaningful situations can be created either when a teacher is reading a picture book or when the children are lsquo;readingrsquo; a picture book
剩余内容已隐藏，支付完成后下载完整资料
Using picture books for teaching mathematics in kindergarten
原文作者：Marja van den Heuvel-Panhuizen, Iliada Elia amp; Alexander Robitzsch
书名：Educational Psychology
出版日期：2014（10） 参考页码：323-325
专业：小学教育 学生姓名：梅雨欣
指导老师姓名：陈琦
附外文文献原文
Using picture books for teaching mathematics in kindergarten
For many children between the ages of four and six, kindergarten is the first institutional educational setting in which they come across school subjects, including mathematics. The teaching of mathematics to children of that young age already has a long history (Saracho amp; Spodek, 2009), dating back to 1631 when Comenius published his book School of Infancy and in this way stimulated the creation of mathematics programmes for young children. Comenius emphasised the observation and manipulation of objects and even used a picture book to support children to make impressions in the mind (Schickedanz, 1995). In our times, making use of picture books for supporting childrenrsquo;s mathematical understanding has become increasingly popular since the last decade (Haury, 2001; National Council of Teachers of Mathematics [NCTM], 2000). By picture books, we mean books consisting of text and pictures, lsquo;in which the story depends on the interaction between written text and image and where both have been created with a conscious aesthetic intentionrsquo;(Arizpe amp; Styles, 2003, p. 22).
Even though reading picture books might not seem very suitable for teaching mathematics, stories narrated in a book may contain mathematics, and as such they offer children opportunities to face mathematics (Anderson, Anderson, amp; Shapiro, 2005). In agreement with the comprehensive interpretation of mathematics to be taught to young children that can be found in many mathematics curricula and standard documents worldwide, such as of the NCTM and the National Association for the Education of Young Children (NAEYC) (see NCTM, 2000; NAEYC amp; NCTM, 2002), the mathematics that children can encounter in picture books should be viewed in a broad sense. This means that in addition to the usual mathematical topics, such as number, measurement and geometry, as well as mathematical processes and dispositions and mathematics-related themes, including, for example, growth, patterns, fairness, and cause and effect can be considered as mathematical content (Van den Heuvel-Panhuizen amp; Elia, 2012).
A very important reason why reading picture books to children may help them in learning mathematics has to do with the meaningful context of the stories included in picture books (Columba, Kim, amp; Moe, 2005; Moyer, 2000; Whitin amp; Wilde, 1992). Also Egan (1985) emphasised that the story form is a basic tool for establishing meaning. Moreover, research about learning word meanings suggests that learning within a story context increases the retention and recall of the learned knowledge (Biemiller amp; Boote, 2006; Horst, Parsons, amp; Bryan, 2011). In particular, a number of cognitive scientists consider the story as lsquo;the most natural package of organised knowledge in the cognitive system for acquiring and retaining informationrsquo; (Casey, Andrews, et al., 2008, p. 276). In agreement with this, Lovitt and Clarke (1992) pointed out that picture books can offer cognitive hooks to explore and construct mathematical concepts and skills.
The theoretical grounding for the necessity of having a meaningful context for developing mathematical understanding is also based on Freudenthalrsquo;s (1983) ideas of mathematics as a meaningful activity and is supported by the Vygotskian and action psychological approach to learning (Van Oers, 1996). According to Van Oers (1996), learning can endorse the personal and cultural development of a person only when it is meaningful. Such meaningful situations can be created either when a teacher is reading a picture book or when the children are lsquo;readingrsquo; a picture book by themselves during free play. A picture book may enable children to encounter problematic situations, may stimulate them to ask their own questions, search for answers, consider different points of view, exchange views with others and incorporate their own findings with existing knowledge. In this way, picture books can support children in attaching personal meaning to the mathematical objects involved in the books.
Apart from the mathematics included in the picture books and the accompanying meaningful contexts that help to understand this mathematics, other so-called lsquo;learn- ing-supportiversquo; characteristics were also identified by Van den Heuvel-Panhuizen and Elia (2012). Based on a literature review and an expert consultation they carried out, it emerged that it is particularly important that picture books offer participation opportunities to children. This implies that children should be triggered to be involved cognitively, emotionally or physically by asking questions, providing explanations and surprising them.
Earlier studies about effect of using picture books on mathematics achievement Although most studies about reading children picture books focus on the effect on early language and literacy development (see, e.g. Blok, 1999; Collins, 2010; Hindman, Connor, Jewkes, amp; Morrison, 2008; Mol, Bus, amp; de Jong, 2009; Mol, Bus, de Jong, amp; Smeets, 2008), several studies have also been carried out that investigated the effect of reading picture books on young childrenrsquo;s learning of mathematics. In most of these studies, the book reading sessions in class were followed by other activities such as playing with story-related (mathematical) materials (Hong, 1996; Jennings, Jennings, Richey, amp; Dixon-Krauss, 1992; Young-Loveridge, 2004), singing mathematical rhymes (Young-Loveridge, 2004) or composing geometrical puzzles (Casey, Erkut, Ceder, amp; Mercer Young, 2008).
剩余内容已隐藏，支付完成后下载完整资料
Using picture books for teaching mathematics in kindergarten
原文作者：Marja van den Heuvel-Panhuizen, Iliada Elia amp; Alexander Robitzsch
书名：Educational Psychology
出版日期：2014（10） 参考页码：323-325
专业：小学教育 学生姓名：梅雨欣
指导老师姓名：陈琦
附外文文献原文
Using picture books for teaching mathematics in kindergarten
For many children between the ages of four and six, kindergarten is the first institutional educational setting in which they come across school subjects, including mathematics. The teaching of mathematics to children of that young age already has a long history (Saracho amp; Spodek, 2009), dating back to 1631 when Comenius published his book School of Infancy and in this way stimulated the creation of mathematics programmes for young children. Comenius emphasised the observation and manipulation of objects and even used a picture book to support children to make impressions in the mind (Schickedanz, 1995). In our times, making use of picture books for supporting childrenrsquo;s mathematical understanding has become increasingly popular since the last decade (Haury, 2001; National Council of Teachers of Mathematics [NCTM], 2000). By picture books, we mean books consisting of text and pictures, lsquo;in which the story depends on the interaction between written text and image and where both have been created with a conscious aesthetic intentionrsquo;(Arizpe amp; Styles, 2003, p. 22).
Even though reading picture books might not seem very suitable for teaching mathematics, stories narrated in a book may contain mathematics, and as such they offer children opportunities to face mathematics (Anderson, Anderson, amp; Shapiro, 2005). In agreement with the comprehensive interpretation of mathematics to be taught to young children that can be found in many mathematics curricula and standard documents worldwide, such as of the NCTM and the National Association for the Education of Young Children (NAEYC) (see NCTM, 2000; NAEYC amp; NCTM, 2002), the mathematics that children can encounter in picture books should be viewed in a broad sense. This means that in addition to the usual mathematical topics, such as number, measurement and geometry, as well as mathematical processes and dispositions and mathematics-related themes, including, for example, growth, patterns, fairness, and cause and effect can be considered as mathematical content (Van den Heuvel-Panhuizen amp; Elia, 2012).
A very important reason why reading picture books to children may help them in learning mathematics has to do with the meaningful context of the stories included in picture books (Columba, Kim, amp; Moe, 2005; Moyer, 2000; Whitin amp; Wilde, 1992). Also Egan (1985) emphasised that the story form is a basic tool for establishing meaning. Moreover, research about learning word meanings suggests that learning within a story context increases the retention and recall of the learned knowledge (Biemiller amp; Boote, 2006; Horst, Parsons, amp; Bryan, 2011). In particular, a number of cognitive scientists consider the story as lsquo;the most natural package of organised knowledge in the cognitive system for acquiring and retaining informationrsquo; (Casey, Andrews, et al., 2008, p. 276). In agreement with this, Lovitt and Clarke (1992) pointed out that picture books can offer cognitive hooks to explore and construct mathematical concepts and skills.
The theoretical grounding for the necessity of having a meaningful context for developing mathematical understanding is also based on Freudenthalrsquo;s (1983) ideas of mathematics as a meaningful activity and is supported by the Vygotskian and action psychological approach to learning (Van Oers, 1996). According to Van Oers (1996), learning can endorse the personal and cultural development of a person only when it is meaningful. Such meaningful situations can be created either when a teacher is reading a picture book or when the children are lsquo;readingrsquo; a picture book by themselves during free play. A picture book may enable children to encounter problematic situations, may stimulate them to ask their own questions, search for answers, consider different points of view, exchange views with others and incorporate their own findings with existing knowledge. In this way, picture books can support children in attaching personal meaning to the mathematical objects involved in the books.
Apart from the mathematics included in the picture books and the accompanying meaningful contexts that help to understand this mathematics, other so-called lsquo;learn- ing-supportiversquo; characteristics were also identified by Van den Heuvel-Panhuizen and Elia (2012). Based on a literature review and an expert consultation they carried out, it emerged that it is particularly important that picture books offer participation opportunities to children. This implies that children should be triggered to be involved cognitively, emotionally or physically by asking questions, providing explanations and surprising them.
Earlier studies about effect of using picture books on mathematics achievement Although most studies about reading children picture books focus on the effect on early language and literacy development (see, e.g. Blok, 1999; Collins, 2010; Hindman, Connor, Jewkes, amp; Morrison, 2008; Mol, Bus, amp; de Jong, 2009; Mol, Bus, de Jong, amp; Smeets, 2008), several studies have also been carried out that investigated the effect of reading picture books on young childrenrsquo;s learning of mathematics. In most of these studies, the book reading sessions in class were followed by other activities such as playing with story-related (mathematical) materials (Hong, 1996; Jennings, Jennings, Richey, amp; Dixon-Krauss, 1992; Young-Loveridge, 2004), singing mathematical rhymes (Young-Loveridge, 2004) or composing geometrical puzzles (Casey, Erkut, Ceder, amp; Mercer Young, 2008).
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