FACILITATING MATHEMATICAL DISCUSSION THROUGH THE USE OF PICTURE BOOKS IN AN IRISH SENIOR INFANT CLASSROOM

This study explored how mathematical discussion could be facilitated through the use of picture books in a senior infant classroom. A qualitative inquiry was conducted over a three- and-a-half-week period in a large urban disadvantaged junior primary school in Ireland. Data comprised of observations of the children as they engaged in small groups during mathematics lessons. The data was collated by the methods of observations in situ, video recordings and extended fieldnotes. The findings of this research indicated that children’s participation in a mathematical discussion can support the development and use of mathematical language and also support their mathematical literacy. Evidence revealed that mathematical discussion also supports children’s mathematical thinking through the engagement in mathematical processes such as problem-solving, reasoning and connecting. The findings of this research have implications for early childhood mathematics policy and curriculum which advocate the need for increased opportunities for children to engage in mathematical discussion. One effective pedagogy to facilitate mathematical discussion is the use of picture books which support young children’s overall mathematical proficiency