How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

Jennifer EDELMAN


This descriptive study examines the elements of mathematical knowledge for teaching (MKT) that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature. 


Mathematical knowledge for teaching, Children’s literature, Preservice teachers, Elementary mathematics.

Paper Details

Paper Details
Topic Mathematics Education
Pages 741 - 752
Issue IEJEE, Volume 9, Issue 4
Date of acceptance 30 May 2017
Read (times) 57
Downloaded (times) 41

Author(s) Details

Jennifer EDELMAN

University of West Georgia,


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