A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction

Abstract

Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics instruction with special attention for their evaluation of picture book features. We also analyzed the contribution of teachers’ beliefs and children's age to teachers’ picture book selection and use. Sixty-six preschool teachers participated in an online interview about (a) their picture book use for (mathematics) instruction and (b) the domain-specific (i.e., numeracy) and general features they rate important when selecting a picture book for mathematics instruction. Teachers also filled in a questionnaire regarding their beliefs about mathematics and learning and teaching mathematics. Results showed that more than 90 % of the teachers used picture books for mathematics instruction. About 40 % used them at least once and maximum four times a week and 6 % used them on a daily basis. When selecting picture books for mathematics instruction, teachers rated general features more important than domain-specific features and features related to basic mathematical content more important than features related to complex mathematical content. Teachers’ instruction and scheme and formalism beliefs contributed to their preference for Arabic numerals and comparisons between quantities. Children's age was positively related to teachers’ preference for complex mathematical content. The limited focus on mathematical content when selecting and using picture books points to the importance of teacher professional development on the selection and use of picture books for enhancing early mathematical competencies.