ERIC Number: EJ1338259
Record Type: Journal
Publication Date: 2022-Jun
Pages: 13
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1096-2506
EISSN: N/A
Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings
Green, Katherine B.; Towson, Jacqueline P.
Young Exceptional Children, v25 n2 p88-100 Jun 2022
Preschoolers can learn mathematics from opportunities throughout their day, such as through play and storybook readings (Clements & Sarama, 2007; Green et al., 2018; Hassinger-Das et al., 2018). In fact, the early years are an advantageous time to introduce children to formal mathematical operations, as preschoolers often have a spontaneous interest in mathematics (Seo & Ginsburg, 2004). If children are actively engaged in meaningful and enjoyable mathematics activities, they will likely continue to engage in mathematics in later years (Watts et al., 2014). To promote mathematical skills in a preschool classroom, teachers can structure the environment to allow for natural mathematics opportunities (National Association for the Education of Young Children [NAEYC] & National Council of Teachers of Mathematics [NCTM], 2002). The purpose of this article is to describe a technique that teachers can use to integrate mathematics and children's literature for young children with disabilities.
Descriptors: Preschool Children, Story Reading, Books, Childrens Literature, Mathematics Instruction, Mathematics Skills, Preschool Education, Interdisciplinary Approach, Content Area Reading, Students with Disabilities, Interaction, Reading Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A