ABSTRACT

Although the complexity of children’s number learning is recognized, trade books about number have been treated as a simple, undifferentiated set. This analysis of 186 children’s books, however, categorized a distinct subset of books about number as counting books. These counting books were complex with regard to portrayal of counting sequences, explicitness of counting, and degree of rationality. The analysis yielded the multi-dimensional Counting Book Typology, which revealed nuanced ways counting books accurately portray numerical ideas as well as ways books could mislead young readers. The typology could aid researchers investigating how children learn with books to focus study design decisions on particular mathematics content features, which would clarify and strengthen resulting implications. Furthermore, this study revealed the need for more such conceptual tools to advance theorizing about learning math with children’s books, which has been missing in research and practice.

摘要

尽管人们认识到儿童数字学习的复杂性，但有关数字的商业书籍已被视为简单，未区分的集合。但是，对186种儿童读物的分析将数字作为计数书分类为不同的子集。。这些计数书在计数顺序的刻画，计数的明确性和合理程度方面很复杂。分析产生了多维的“计数书类型学”，它揭示了精确计数书籍的细微差别，可以准确地描绘出数字观念，以及书籍可能误导年轻读者的方式。这种类型学可以帮助研究人员研究儿童如何学习书籍，从而将研究设计决策重点放在特定的数学内容特征上，从而阐明并加强所产生的影响。此外，这项研究表明需要更多这样的概念性工具来促进有关用儿童读物学习数学的理论化，而这在研究和实践中一直是缺失的。