Booked on Math: Developing Math Concepts in Pre-K Classrooms Using Interactive Read-Alouds
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Booked on Math: Developing Math Concepts in Pre‑K Classrooms Using Interactive Read‑Alouds Patrick McGuire1 · Breanna Himot1 · Grant Clayton1 · Monica Yoo1 · Mary Ellin Logue2
© Springer Nature B.V. 2020
Abstract This paper outlines the development and implementation of a ten-week micro-curriculum, Booked on Math, designed to introduce preschool children to foundational mathematics concepts through interactive read-alouds. The Booked on Math curricula includes ten book readings and associated inquiry-based lesson plans. Booked on Math read-alouds and lesson plans were implemented across six preschool classrooms over a ten-week period in a university-based early childcare center. A total of 74 pre-kindergarten students participated in the project with four classrooms receiving the Booked on Math intervention and two classrooms serving as the control group. Pre- and post-test data on student learning outcomes were collected across seven Teaching Strategies GOLD (TS GOLD) mathematical constructs (counts, quantifies, connects numerals with quantity, spatial relationships, shapes, compares and measures, and knowledge of patterns). Results indicated statistically significant differences in treatment group post-test data for three TS GOLD constructs: (1) quantifies, (2) shapes, and (3) spatial relationships. Additional regression analyses indicated two TS GOLD constructs: (1) quantifies and (2) knowledge of patterns were significant predictors of children’s post-test outcomes after controlling for covariates (e.g., age and gender). To conclude, implications of the study and future research opportunities related to leveraging interactive read-alouds to teach early childhood mathematics concepts are discussed. Keywords Pre-kindergarten · Book readings · Math · TS GOLD
Introduction Observe most preschool classrooms (e.g., those including children ages 3–5), and you will likely encounter teachers or caregivers engaging in interactive read-alouds at some point during the day. Interactive read-alouds, as defined by a recent article in Successful Read-Alouds in Today’s Classrooms, are an “instructional practice in which teachers or parents read texts aloud to children, incorporating pitch, tone, pace, volume changes, questions, and comments to Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10643-020-01073-1) contains supplementary material, which is available to authorized users. * Patrick McGuire [email protected] 1
Department of Teaching and Learning, University of Colorado Colorado Springs, 1420 Austin Bluffs Parkway, University Hall 240, Colorado Springs, CO 80918, USA
College of Education and Human Development, University of Maine, Orono, USA
2
produce a fluent and engaging delivery” (Johnston 2016, p. 40). In this paper we adopt Johnston’s definition for interactive read-alouds. Childhood policy makers such as the National Association for the Education of Young Children (Copple & Bredekamp 2008) and the National Early Literacy Panel (NELP 2008) advocate fo
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