Children math illustrations
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#Children math illustrations professional#
Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development ( Clements and Sarama, 2000 Chard et al., 2008) which lead to misconceptions ( Oberdorf and Taylor-Cox, 1999 Inan and Dogan-Temur, 2010). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Books may effectively engage pre-literate children with plane shapes ( van den Heuvel-Panhuizen and van den Boogaard, 2008 Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes ( van Hiele, 1986 Clements et al., 1999 Hannibal, 1999). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented ( Hong, 1996 O’Neill et al., 2004 Young-Loveridge, 2004). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged ( Clyne and Griffiths, 1991 Welchman-Tischler, 1992 Hong, 1996 Hellwig et al., 2000 Haury, 2001). Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA.