The benefits ofusing picture books in high school classrooms: a study in two Canadian schools

Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022

“…Leading into hands‐on activities, teachers connected the stories in the books to real‐life experiences with the help of other learning tools, such as physical models, as well as discussing the content and the involved mathematical ideas with the students in more detail. In this way, students connect not only to the words but also to the illustrations, as well as the mathematical concepts (Clarke & Broders, 2022). Throughout the course, teachers might assign easier picture books for students to read by themselves, in order to train their abilities in mathematical reading and writing.…”

“…In terms of better academic performance, not only can the integration of picture books into learning enhance the understanding of mathematical concepts by students, but may also improve their mathematical performance. Finally, with respect to mathematical representation, integration could stimulate creativity and willingness to explain their thinking (Clarke & Broders, 2022). Some students with special needs could also benefit from children's literature while, on the other hand, talented students might even question and challenge the mathematical references in the picture books, demonstrating their mathematical learning process and complete understanding of the mathematical concepts (Floyd & Hebert, 2010; Furner, 2017).…”

“…Thus, when the students grew older, a higher resistance toward picture books was observed. Clarke and Broders (2022) argued that picture books could be meaningful teaching and learning resources in the secondary school education context, and that they belong to all age groups. In their research in two Canadian secondary schools, they discovered that, through picture books, ‘students easily connected and often revealed their truths about the relationships they have with themselves, with others, and with life.…”

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

“…Moreover, while SEL implementation requires a holistic teaching and learning process, most of the professional literature regarding the teaching of literature focuses on the learners' perspective without addressing the teachers' perspective [21,22]. Finally, literature teaching-like any effort to make sense of the human experience [23]-has the potential to promote SEL [24]; however, surprisingly, the use of SEL in literature teaching has not yet been thoroughly researched [8].…”

“…An examination of the sudden transition to distance learning during COVID-19 also indicates that SEL plays an important role in human development, particularly during times of crisis [7]. In this context and from a discipline perspective, no in-depth research has been completed on the application of SEL in literature teaching [8]. The current study's goal was to bridge this gap by identifying the SEL practices that preservice teachers (PSTs) and lecturers addressed when they discussed their individual experiences of teaching and learning in online literature classes.…”