Interactive mathematics storybooks and their friends

Year of publication

2018

Publication link

https://link.springer.com/chapter/10.1007/978-3-319-73432-3_13

Publication

Contemporary Research and Perspectives on Early Childhood Mathematics Education

APA citation

Ginsburg H.P., Uscianowski C., Almeda M. V., (2018). Interactive mathematics storybooks and their friends. In: Elia I., Mulligan J., Anderson A., Baccaglini-Frank A., Benz C. (Eds.) Contemporary Research and Perspectives on Early Childhood Mathematics Education. ICME-13 Monographs. Cham, Switzerland: Springer. doi.org/10.1007/978-3-319-73432-3_13

Abstract

Little is yet known about Interactive Mathematics Storybooks (IMS) enveloped in a digital surround of supporting materials—their “Friends”—designed to delight and educate young children as well as those who read with them. Clearly different from paper books and physical manipulatives, interactive books entail a special set of affordances that can promote young children’s mathematics learning, and the surrounding Friends can help the adult understand the mathematics and the child. This chapter relies to the extent possible on existing research and theory, but goes beyond current knowledge to speculate, imagine, and dream about the potential of IMS for helping young children to learn mathematics at home. The chapter uses what is known to imagine what could be.