Using children's picture books to teach mathematical and numeracy concepts: An exploration of the aesthetic value of mathematics for preservice teachers’ dispositions

Source abstract

Evidence suggests that preservice teachers tend to have negative dispositions towards the teaching of mathematics and/or numeracy. In response, this paper describes the work of three experienced teacher educators using high-quality children’s picture books to teach mathematical and/or numeracy concepts as well as foregrounding the aesthetic value of mathematics. The purpose of this type of reading is to support and improve preservice teacher dispositions towards mathematics and/or numeracy with children’s picture books. Using metalogue as methodology, the researchers discussed mathematical and/or numeracy concepts and explored the aesthetic value of mathematics within selected picture books. They used the Australian Curriculum’s General Capability: Numeracy as a guide. The discussions showed that the background and experience of each researcher influenced the findings. In sharing ideas, common mathematic and numeracy elements were identified alongside finding a sense of beauty in these concepts. It is hoped that this analysis provides an exemplar to preservice teachers interested in improving mathematics dispositions, teaching and learning. By calling attention to the beauty of mathematics and appreciation of mathematical concepts, it offers advancement in a dialogic pedagogical approach. Recommendations are made to support preservice teachers’ dispositions towards teaching mathematics and numeracy.