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Research School Network: Blog: Using picture books to promote high-quality conversations in maths: the ShREC Approach Fliss James explains how picture books can be used to promote high-quality conversations in maths
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Blog: Using picture books to promote high-quality conversations in maths: the ShREC Approach
Fliss James explains how picture books can be used to promote high-quality conversations in maths
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Fliss James is an Early Years Professional at Sheringham Nursery School and Children’s Centre and Deputy Director of the East London Research School.
“Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind” (Ginsberg, 2016).
Research indicates that early mathematical development is important for children’s future learning and achievement. In their play, young children spontaneously explore mathematical ideas, but without the sensitive and intentional action of familiar adults, these ideas do not develop.
The EEF Improving Mathematics in Early Years and KS1 guidance report emphasises the importance of ensuring young children are given opportunities to learn maths through playful pedagogic approaches, daily routines and dedicated teaching time. Children benefit from intentional teaching, including conversations which help them actively make sense of mathematics and develop a deeper understanding of mathematical ideas and skills.
There is an increasing body of evidence indicating that using picture books can be especially effective in this. Picture books provide enjoyable and meaningful contexts to explore mathematical content and concepts. They also provide rich opportunities to promote reasoning, ask questions and engage adults and children in discussions that extend mathematical thinking and understanding.
With a multitude of books to choose from, it is important to be discerning. We want to spark joy and curiosity; therefore, we need to choose books that are engaging for children, and which also encourage them to make connections and relate events in the story to their own lives.
Once a book is chosen, the way we use it with children really matters. Merely reading it to children is not enough. Instead, we need to consider how can we maximise the rich and meaningful opportunities that the book provides. Crucially, this means engaging in sustained back-and-forth multi-turn conversations, encouraging children to talk about the skills and concepts they are learning.
So, what might this look like in practice? The ShREC Approach outlines four key strategies which can support adults to engage in responsive, stimulating conversation with children.
The ShREC Approach: Anno’s Counting Book
The following vignette is an excerpt of a conversation between an adult and small group of three- and four-year-olds sharing Anno’s Counting Book together for the first time.
Stories are powerful. Through the frequent, thoughtful use of high-quality storybooks, we can offer children motivating learning experiences that extend their mathematical thinking and understanding, whilst wrapping children up in the ‘warm blanket’ of a brilliant book.
References
Clements, D.H., and Sarama, J. (2018) Tips for Read-Alouds in Math.
Epstein, A.S. (2007) The intentional teacher. Washington, DC: National Association for the Education of Young Children.
Ginsburg, H. (2016) Finding the Math in Storybooks for Young Children.
Hodgen, J., Barclay, N., Foster, C., Gilmore, C., Marks, R. and Simms, V. (2020) Early Years and Key Stage 1 Mathematics Teaching: Evidence Review.
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