The Role of Literary Content for Children in Preschool Mathematics Education

Abstract

In this paper, authors point out the need and possibilities of integrating content from literature for children into the process of preschool mathematics education. On concrete examples of various forms of literature for children (picture book, poetic text, story, fairy tale, numerator) point out the role of these contents in the process of learning and building mathematical concepts in preschool mathematical education. The contents from literary for children are viewed as a starting point in the work on mathematical education activities whose role is to create a real-life context, which is close to the child, in which the child is accustomed, in which the child is motivated to participate, as content that excites curiosity and interest in learning of abstract mathematical concepts, and which visualizes mathematical concepts and helps crossing from concrete performances to abstract mathematical performances.

The Picture Book and its Role in Preschool Mathematics Education

“…The second-ranked statement is that picture books create a realistic context for learning mathematics (M = 1.18). This attitude among preschool teachers confirms the main idea of this paper and the attitudes of numerous authors who consider the picture book an important resource for learning mathematics, primarily because it creates a realistic, familiar and relatable learning context for the child (Columba et al, 2005;Maričić et al, 2018a;Maričić, et al, 2018b;Tucker et al, 2010). The next methodological advantage of the picture book appears in the statement that picture books encourages the desire to process what is experienced through different forms of expression (M = 1.20).…”

Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

“…The reason for this level of interest is not far-fetched since one of the participants of this study specifically noted that to reduce the complexity of the subject, it is necessary to present familiar stories related to the topic being taught so as to make learning more concrete to the children. Contents presented via stories create a real-life context, which is close to the child and excites curiosity and interest in learning of abstract mathematical concepts (Maricic et al, 2018). Evidently, only a high level of coordination on the part of the mathematics teacher can prevent mathematics instruction from being reduced to mere data transmission, a process in which there is no sharing of excitement and wonder (Abah, 2016).…”

Inovasi Media Pembelajaran Berbasis Cerita Materi Geometri untuk Anak Usia 5-6 Tahun

“…Buku cerita bergambar merupakan sarana belajar yang menjadi alat bantu dengan memasukkan unsur gambar dan teks/tulisan, sehingga mempermudah guru dalam penyampaian materi (Hayati, 2020). Sama halnya dengan pendapat Maričić et al, (2018) bahwa anak juga memiliki kebutuhan referensi dalam pembelajaran matematika berupa buku bergambar, teks, puisi, cerita dan dongeng. Anakanak yang berpartisipasi dalam intervensi ini menunjukkan tingkat keterlibatan dan pemahaman konsep geometri yang lebih tinggi daripada saat kurikulum tidak dilengkapi dengan buku cerita.…”