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Using Children's Picture Books to Teach Mathematical and Numeracy Concepts: An Exploration of the Aesthetic Value of Mathematics for Preservice Teachers' Dispositions

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  • Author(s): Mellie Green; Lorraine Gaunt; Georgina Barton
  • Language:
    English
  • Source:
    Australian Journal of Teacher Education. 2025 50(4):39-58.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Preservice Teachers; Student Attitudes; Picture Books; Mathematics Instruction; Mathematical Concepts; Numeracy; Preservice Teacher Education; Aesthetics; Teacher Attitudes; Teacher Educators; Foreign Countries
    • Subject Terms:
      Australia
    • ISSN:
      0313-5373
      1835-517X
    • Abstract:
      Evidence suggests that preservice teachers often hold negative dispositions towards teaching mathematics and numeracy. This paper responds by examining the work of three experienced teacher educators who use high-quality children's picture books to teach mathematical and numeracy concepts while foregrounding the aesthetic value of mathematics. The aim is to support and improve preservice teacher dispositions through this form of reading. Using metalogue as methodology, the researchers discussed mathematical and numeracy concepts and explored the aesthetic qualities of mathematics within selected picture books. Their backgrounds and experiences shaped their analyses, yet shared ideas revealed common mathematical and numeracy elements alongside an appreciation of their beauty. This analysis offers an exemplar for preservice teachers seeking to strengthen their mathematics dispositions, teaching, and learning. By highlighting the beauty of mathematics and value of mathematical concepts, it contributes to a dialogic pedagogical approach and provides recommendations to support positive dispositions.
    • Abstract:
      As Provided
    • Publication Date:
      2026
    • Accession Number:
      EJ1497803