A Mathematics Intervention in Kindergarten Using Shel Silverstein’s “The Missing Piece Meets the Big O”: Early Childhood Educators’ Perceptions on a Teaching Framework Integrating Literature in Mathematics-Related Concepts

Abstract

Teaching mathematics in kindergarten necessitates interdisciplinary methods. By merging different disciplines, educators should create an environment conducive to learning, equipped with diverse materials, which allows children to engage with mathematical concepts through play, observation, and read-aloud stories. The aim of the present study is to explore early childhood educators’ perceptions of a teaching framework integrating literature in mathematics-related concepts. The hypothesis is that a mathematics intervention using Shel Silverstein’s “The missing piece meets the big O” could affect the teaching of mathematics in kindergarten. In this action research, twenty-four (n=24) early childhood educators participated by implementing the intervention and completing a semi-structured questionnaire. Data analysis included descriptive and inferential statistical analysis that was used to compare the mean scores of the two parts of the questionnaire before and after the intervention. Results show that educators were more positively inclined to use picturebooks as a stimulus for approaching mathematics-related concepts and creating a demarcated and inviting space for learning mathematics. Their answers lead to the assumption that a clear and concise framework, which integrates literature in mathematics and offers specific phases with activities would facilitate their teaching process. The notable deviation in their answers before and after the intervention demonstrates the extent to which the intervention affected their perceptions. Discussion of findings highlights the need for the Greek curriculum for preschool education to offer methodological recommendations for the integration of picturebooks in the teaching of mathematics.