Australian Primary School Teachers' Perceived Barriers to and Enablers for the Integration of Children's Literature in Mathematics Teaching and Learning
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
This qualitative survey study set out to investigate in-service and pre-service primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children's literature, research into teachers' perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children's literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children's literature to enrich their mathematics teaching.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education
- Ano
- 2023
- Idioma
- en
- Palavras-chave
- Elementary School Teachers; Preservice Teachers; Teacher Attitudes; Barriers; Affordances; Childrens Literature; Teaching Methods; Mathematics Instruction; Foreign Countries; Knowledge Level; Self Efficacy; Time
- Temas
- Formação de Professores de Matemática
- ISSN
- 1386-4416
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LIVY, Sharyn et al.. Australian Primary School Teachers' Perceived Barriers to and Enablers for the Integration of Children's Literature in Mathematics Teaching and Learning. Journal of Mathematics Teacher Education, 2023. Disponível em: http://dx.doi.org/10.1007/s10857-021-09517-0. Acesso em: 5 nov. 2026.
APA
Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian Primary School Teachers' Perceived Barriers to and Enablers for the Integration of Children's Literature in Mathematics Teaching and Learning. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-021-09517-0
BibTeX
@article{livy2023,
author = {Livy, Sharyn and Muir, Tracey and Trakulphadetkrai, Natthapoj Vincent and Larkin, Kevin},
title = {Australian Primary School Teachers' Perceived Barriers to and Enablers for the Integration of Children's Literature in Mathematics Teaching and Learning},
year = {2023},
journal = {Journal of Mathematics Teacher Education},
url = {http://dx.doi.org/10.1007/s10857-021-09517-0},
language = {en}
}RIS
TY - JOUR AU - Livy, Sharyn AU - Muir, Tracey AU - Trakulphadetkrai, Natthapoj Vincent AU - Larkin, Kevin TI - Australian Primary School Teachers' Perceived Barriers to and Enablers for the Integration of Children's Literature in Mathematics Teaching and Learning PY - 2023 JO - Journal of Mathematics Teacher Education UR - http://dx.doi.org/10.1007/s10857-021-09517-0 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Teaching and Teacher Education, v. 180 · DOI 10.1016/j.tate.2026.105644
Acesso restrito -
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Senso de Medidas na Pré-Escola: uma Análise de Conteúdo das Concepções de Professores
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27884
-
Mancala e a Educação Antirracista: Saberes Africanos nos Anais do XIV Encontro Nacional de Educação Matemática
Encontro Baiano de Educação Matemática