Unit ‘fer eating ths uit, you shouldbe abl to: Language and Concept Formation Explain the importance of language tothe NCTM proces expectations. oan two ways to describe a chills understanding of cancept werd Desc the pilosopty of iteracy instruction as opis to mathematics and scene Use erature, wrtng, drawing, and speaking to suppor the development of mathemtics and science language Th five NCTM (2000) standards include expectations in and din Unit 3 as the major pro- ematics. For the youngest mathems- Ucians, problem solving is the most important means of building mathematical knowledge. Problems usually arise from daily routines, play acth children work wi Problem solving was discuss ies and materials, the materials and activities already described, they figure things out using the processes of reasoning, communi lons, and representation, Logical rea he early years and is especially import with classification and with patterns. Reasoning e bles students to draw logical conclusions, apply log classification skis, explain thelt thinking, justify the problem solutions and processes, apply patterns and re- Jationships to arrive at solutions, and make sense out of mathematics and science, Communication via oral, writ ten, and pictorial Ianguage provides the means for ex m plaining probler dren need to provide a description of what they do, they do t, and what they have accomplished. They nee« to use the language of mathematics in their explana tions. The impo 1s for young ins are the ones between the natusalistic and informal olving and reasoning processes, Chil ‘mathematics they learn frst and the forme! mathemal les they learn later in school. Concrote objects can serve as the bridge between informal and formal mathemat is. Young children can “represent their thoughts about and understanding of, mathematical eas through oral ‘and written language. physical gestures, drawings, and invented and conventional symbols” (NCTM, 2000, p-136). wi is the te the child does—and what the child says her what the child novrs about math an science. The older the child gets, the more important concepts become. The language the child uses and hovy she uses it provide clues to the teacher regarding tlie hild's conceptual development. However, children mayimitate adult use of words before the concept is highly developed. The child's language system is usually well developed by age by this age, children's sentences are ‘much the same as an adult's, Children are at @ point ‘where thelr vocabulary is growing rapidly. The adult observes what the child does from in fancy through age 2 und looks forthe frst understand! Ing and the use of words, Between the ages of 2 and 4, he child starts to put more words together into longer sentences. She also learns more words and what they (Questions are used to assess the young chlld'scon- 3t development. Which isthe big ball? Which is the circle? The child's understanding of words is checked by having her respond with an appropelate action, Point to the big ball ‘Find two chips. show me the picture in which the boy is on the hal. These tasks do not require the child to say any words. She need only point, touch, or pick up something. Once the child demonstrates her understanding of math ‘words by using gestures or other nonverbal answers, she ‘can: move on to questions she must answer with one oF ‘more words. The child can be asked the same questions as before in away that requires a verbal response, (The childs shown two balls, one big and one small.) “Tell me, what is diferent about these balls (The childis shown a group of objects.) “ell me, how many are there i this group” The child Is shown a picture ofa boy sitting on @ chair. “Tell me, where is the boy? The child learns many concept words as she goes about her daily activites. It has been found that, by the time a child starts kindergarten. she uses many concept words, that have been learned in a naturalistic way. Examples have been included in each of Units 8 through 14. The child uses both comments and questions, Comments ‘might be as follows: “Mom, I want two pieces ofcheese “Lhave a hunch ofbirdseed.” UNIT 15 m Language and Concept Bormation 243 Mr. Brown. this char is small “Yesterday we went to the 00. ‘The sting is long, This the sume as this.” “The foot Mts tm the shoe.” “This cracker isa square shape, ‘Look, some of the worms are long and some are shor, some are fat and some are di.” The frst bean seed I planted is taller than the second one, ‘Outer space is far away (Questions could be like these: How olds When Is Cheistmas ‘When will [grow as big as you? ‘How many are corning for dinner?” ‘Who has more? ‘What times my TV progeara? “Isthisa school dey, oc is wu ‘What makes the bubbles when the water gets “Why does this roller always go down ts ramp aster than that roller oes down its ramp?” ‘Why are the leaves turning brown and red and gold and falling down onthe ground? ‘The answers that the child gets to these questions ean help increase the number of concept words she knows ‘and can use, ‘he teucher needs to be aware of using con: cept words curing center time, lunch, and other thmes when a structured eancept lesson is not being done. She should also note which words the child uses during fee The teacher should encourage the child to use concept words even though they may not be used in an accurate, adult way. For example “Lean count—one, two, three, ve, ten.” “Aunt Helen ts coming after my last nap, (indicates ature time)214 SECTION? & Fundamental Concepts and Skills ‘will measure my paper.” (holds the edge of the paper) uler against “Last night Grandpa was here.” (actually s days ago} I'm six years old.” (really 2 years old) Thavea money) ion dollars (has a handful of play Adult but use the words correctly themselves. Soon the child will develop a higher-level use of words as she Is able to ‘grasp higher-level ideas. For the 2- or 3-year-old. any group of more than two or three things may be called brunch, Instead of using big and litle, the child may use family words: “This s the mommy block” and "his is, the baby block." Time (see Unit 19) is one concept that takes a long time to grasp. A young child may use the same word to mean different time periods. The follow ing examples were said by a three-year-old, s should accept the child's use of the words ‘Las night we went to the beach,” (meaning last Last night I played with Chris.” (meaning, yesterday) Last night went to Kenny's house thee weeks ago) (meaning, For this bid, last night means any time in the past, One by one he will learn that there are words that refer Lo times past such as last summer, yesterday, and three wwocks agp. Computer activities can also adil to vocabulary Te teacher uses concept words when explaining how to use the programs. Children enjoy working at the computer with friends and will use the concept words tocommunicate with each other as they work conpe tively to solve the problems presented on the screen, We have already introduced many concept words, fand move will appear in the units to come. The pre- kindergarten child continually learns words. ‘The next section presents the concept words that most child can use and understand by the time they complete Kindergarten. However, caution must be taken in as sessing children’s actual understanding of the concept ‘words they tse. The use of a concept word does notin Weil have a patty tomorrow tiself indicate an understanding of the concept. dren imitate behavior they hear and see. Real under Jotermined through an assessment The words that follow have appeared in Units 8 through 14. (One-to-one corresponience: one, pal. mare, each, some, group. burch, amount Niwnber and counting vero, one. two, three, Four five, six, seven, eight, nine. ten: how many cou, group, ane more than, next, number Logic ane classifying: groups: descriptive words for color, shape, size, materlas, patter, textut fumetion, association, class names, and common Features: belong with: goes with: is used with: pt with: the same Comparing: more less, big, stall, large, ltl, long, short, ft. skinny, heavy. ligt, fast, slow cold, hot thick, thin, wid Tater, sooner narcow, near far. Hier, older, younger, newer higher, ower, loud. soft (sound) Geonctry (shape): circle, square. tiangl rectangle ellipse, rhombus, shape, round,UNIT 15 m Language and Conewpt Formation 215 point, squae prism (cube, rectangular prism, Words can be used before they are presente in a formal trangular prism, lind, pyramid structured activity, The child who speek can become (Gert pte rma) wher Conjedh ontop falar with words and even say them before he under Stover-onien in-out into,out of, top bottom, stands the cancels they stand for As children between “ove. below. in ont of. in back, betind, ages 5 and 7 shit inta concrete operations they pain a bende by, next o, between): hick weg (up concept understanding of more math vocebalary Ge eee makerei end eee Some of which they have alr used und applied in to. from. toward, away frm, sideways, across); hel reeperational way. dsance near far, closet, fat rom) map. for plan Primaryleve word: addition, ebtraction, number facts, plus. add, minus, take away, ssum, equal. dilerence, amount, alt all are eft, number line. place value, ren: Parts and wholes: part, whole, divide, share, pieces, some, half. one-quarter. one-third neds that will be introduced later include patterns, s. 10s, 100, digit, mubiipieatton, vision, equation, times. divide, product, even, Ordering frst, second, thirds big, bigger. big ‘ox, fractions, halves, fourths. thirds, wholes, few, fewer, fewest: large. larger. largest: little, ‘numerator, denominator, hours, minutes, litle, litlest: many, more, most; thik, thicker, seconds, measure inches, feet, yards, miles, thickest: thin. thinner, thinnest last, next then centimeter, meter, kilometer Measurement of volume, length, weight aad temperate: itl, big, medium, tiny, large, size tall. short long, far, farther closer, near. high, higher. chin, wide, deep, eup, pin, quart. gallon, ‘ounces, foot, inch, mile, narrow. measure, hot cold, warm, cool, thermometer, temperature, pounds ‘Written language learning is also critical during the preschool kindergarten, and primaty years, Chiklren's Measurement of tune and sequence: morning lterature isan Important element in the curriculum, afternoon, evening night day soon, week. ef'iengigesin renwading and i tomorrow. yesterday, early. late, a long time writing experiences through exploration of quality ago, once upon atime, minute, second, hour hillirensIterature, story dictation, and story evling new. od. already. Easter, Kwanza, Christmas (Aloreow & Garnbrell. 2004). By Orst grade, children Passover, Hanukkah. June 10th, Pioneer Days, are expected to be in the beginning stages of becoming, Cinco de Mayo, birihday, now. year, weekend, readers, How they should be taught has been a subject clock, calendar, watch, when, time, date of controversy, Wren (2003) summarized the situalon ‘sometimes, then, before, present, soon, while, as follows: Some educators believe reading should be- never, once, sometime, next, alas ast slow speed, Monday (and other days ofthe week) January (ad other months ofthe yeur)- winter, Preschoolers 1 gin with instruction in the rules of printel tex (leiters, sounds, otc.), whereas others believe reading should develop naturally through experiences with good litera spring, summer. all ture. These two views are referred to as versus Practical: money, cash register. penny. dollar, The 2 approach, buy, pay, change, cost, check, free, store, map, whereby phonies and whole language are used in a recipe, measure, cup, tablespoon, teaspoon. boil, balanced fashion, is an attempt to settle the question, simmer, bake, degrees, time, hours, minutes, However, accarding to Wren (2003), there is no agree frocge, chil refigerate, pour, mix, separate. add, men om shat constitutes a balanced reading prograrn, combine. ingredients Wren suggests that a troly balanced program should216 SECTION 2 = Fundamental Concepts and Skills include both phonics and whole language approaches ence concepts and skis in meaningful contexts given pat should be refocused on the needs of children. the emphasis in those disciplines on communtcation, reasoning. and making connections. Children can lis The focus needs to shift to the student and the individual learning needs that can be revealed through ongoing, diagnostic assessment. Only ‘when all teachers learn to diagnose student reading slalls and respond with focused, Jiberate instruction will literacy be available to allchildren. (p. 8) ten to good literature that Is relevant to mathematies ‘and science and then experiment with writing. They ‘can explain and discuss, record data, and write about thelr mathematics and science explorations. Through these activities. children develop their spoken and writ ten language vocabulary in a meaningful context. Refer to Unit 3 for applications to problem solving. Literacy instruction has turned away from a i sitictly whole language philosophy. yet that approach may sill be valuable for placing mathematics and se ‘There has been a tremendous growth in the use of chil) dren's literature as a springboard to curriculum inte- gration in mathematics and science instruction, There have fong been many’ books that include mathematics ee concepis (see Appendix B), but there has re en an increasing number of major journal ar i ticles that describe Iiterature-centered activities, books | that present thematic activities centered om pieces of literature. and books featuring annotated lists of chile dren's books related to mathematics and science, Exai | ples of such literature have been Included in previous tunis, and more can be found in subsequent units. The “Purther Reading and Resources” section of this unit includes references 10 articles describing mathematics and science studies that focus on children’s iterature. ‘An example of & book used as a focus for math. fematics, science, and wrlting is deseribed by Charles- worth and Lind (1995). In Claudia Wangsgaard’s frst grade classroom in Kaysville, Utah, the students kept math journals in which they wrote about their sol tions to math problems, For example, one day's math activities centered on the book One Gorilla by Atsuko Morozumi. ‘The narrative starts with one gorilla who wanders through each page: the book includes scenes in the jungle us well a la other locations. Jungle and ronjungle inhabitants are introduced in groups in nu retical order up to ten: two butterflies and one gorilla among the flowers. three budgies and one gorilla in the hhouse, four squirrels and one gorilla in the woods, and Literature experiences can provide abass for problem solving soon. The students discussed each ilustration, locating rnd concept development. the gorilla and counting the other creatures.Music/Movement © Children move asthey imagine each ereature ‘would move [with or without masie} @ Make upasong tothetune of “Uhis (Old Man": “This Old Gorilla” Mathematics @ Count creatures ‘on each page 4 Figure out how tures Science 4 Obtain in-depth ‘information ‘oneach of the creaturesin the book COT eal Language Arts © Wrlte description of problem-solving process Write stories bout theiefavorite 4 Read more related books y Art Drow problem solving process Drawpaint own, versions of favorite creatures Social Seudies Workin cooperative groups: 4 ind out in which part of the world andin what typeof habitat allthe ‘reaturesin the book actually live a across the curriculum wit literature as the focus.218 SECTION2 © Fundamental Concepts and Skills the class then divided up into groups of four to work cooperatively on the following problem: How mary Creatures were there altogether in this story? The students tused a variety of materials: large sheets of blank paper tubs of Unifix Cubes, pencils, and crayons. Mrs. Wangs (gaurd circulated from group to group, providing help as heeded. When everyone was finished, the class mem bers reassembled. A ceporter from each small group explained the group results, summariving what was recorded on the group's poster. Several communica tion procedures were used, such as drawing the number of Unllix Cubes o making marks to tally the number Of creatures. Bach group also wrote its procedure. For example (We did unafick cubes and then we did tally ‘Marcks and there were 56. Jason, Catlin, Malone, and Kady (p. 171) This activity provided for cooperative learning and com- munication of thinking through concrete representa- tions, drawings, and written and oral language. Figure 15-1 illustrates how chis activity might be included in ‘planning web for an extended study of jungle inhabit ants using the book One Gorilla asthe focus. ‘Zaner-Bloser publishes sets of easy readers that provide beginning readers with the opportunity to upply thelr math and science process skis. Bach book is related to the NCTM standards, Harry's Mad Books, authored by Sharon Young. present problems related to real-life ex periences In simple repetitive text for the early reader. For example, The Shape Maker (Young, 1997) relates, ‘mutking cutout shapes to a kite-making project. At The Park (Young, 1998) moves from identifying circles in the environment to acircleof friends holding hands. Six Pleces of Cake (Young, 1998) relates a whole cake to Its parts as pieces are distributed one by one. Other books In the series include concepts such as numeracy and counting skills, skip-counting forward and backward tring fractions, using ordinal nambers, comparing and bordering, sorting and classifying, and performing early ‘operations. The teacher guide suggests extension activi ties based on each book, The Zaner-Bloser emergent science series includes litle beginning readers such as A Bird Has Feathers, ses, and How Many Legs? Also provided are meaning: fal stories, directions for hands-on science investign tions, and correlations with national standards. Topics include animals, cycles of Wife earth, sell-care, water, Tight and sound, insects, weather, space, and forces and ‘motion-—all with accompanying teacher guides As resources increase an the Web, Klas for litera ture-related mathematics ae increasing. Allen and Cowdery (2005) describe the importance of speech, language, and communication in child dey ‘opment. The purpose of language is communication, and clearly articulated speech makes for the best ver- bal communication, Other language systems consist of facial expressions, signs, and gestures. For children with hearing disabilities, American Sign Language tan be a helpfal augmentation for communicating, In on inclusive classroom, the teacher must attend to al children’s attempts to communicate. Math and science fean provide many opportunities for communication, as indicated inthis wnt, Teachers can be alert for children wwho may need extra help ia the areas of speech and language. Allen and Cowdrey point out that, for young English Language Learners, dri and practice is not as fective as naturally occurring language experi Bool can be an important language mediator. ‘Zaslavsky (1996) points out that literature is a means for participating in lives and cultures, both past and prevent of people allover the world. Many picture books fare available in translations trom fnglish to other la ‘guages and vice versa. A simple counting book Is Cuat= fos animals hay by Brian Wildsmith (1997). For Span. ish speakers, this book supports thelr frst language: for English speakers, there isthe joy of learning another language. We All Went on a Safari, by Laure Krebs andJulia Catens (2003), takes the reader on a counting Journey through Tanzania, Children of AViean heri- tage see the respect given to their culture, and all chi deen learn some Tanzanian vocabulary, customs, and geography. As can be found from the resources listed at the end of this unit, chere are any math and sclence lit- ‘racy resources that support a multicultural approach to instruction, As children learn mat they also add many id sclence concepts and skills fords to thelr vocabularles. Math UNIT 15, 219 Language and Concept Formation and science have a language that is basic to their con tent and activities. Language is learned through natu rallste, informal, and structured activities. Computer activities are excellent for promoting communication ‘among children, Books are a rich source of conceptual language that matches a child's growing understand- ing. They can also support a multicultural approach to instruction. The whole language philosophy of literacy learning fits well with the emphasis in mathematics and sclenee on processes of problem solving, representation, communication, reasoning, and making connections. The current focus of reading instruction is a balanced ‘whole language-phonics approach. For young children books open the door to reading. CE Visit a prekindergarten, a kindergarten, and a primary classroom. Observe for at least 30 min- tes in each room, Write down every child and adult math and science word used, Compare the three age groups and teachers for number and variety of words use, “Make the concept language assessment mate- vials described in Appendix A. Administer the (asks (4, 5- and 6-year-old chikiren. Make alist of the concept words recorded in each classroom, and count the numberof times each word was used. Compare the number of difer- ent words and the total number of words heard tmeach classroom, Tn the library, research the arce of whole lan ‘guage and its relationship to mathematies and science instruction. Write a report surumariz- {ng what you learn Observe some young children engaged in con- cept development computer activities. Record theie conversations and note how many con- ‘cept words they use Select one of the concept books mentioned in this unit ot from the list in Appendix B. Fa- niliarie yourself with the content. Read the took with one or more young children, Ques- tion them tofind out how many of the concept words they can use SE Explain how language learning relates to 80 fence and mathematics concept learning. Describe how @ whole language approach to Instruction might increase the concept vacab- ‘lary of young children. Describe how the five mathematics process ex pectations relate to young chldcen’s learningundaiesatal Coneepts ad Skills 229. SECTION 2 Allen, K.B. & Cowdery. G.. (2005). The exoptionat hil Lnclsion ely ldo education (Sth ed) ‘Mlbany, NY: Thomson Delmar Learning Charlesworth, R.& ind, K-K, (1995), Whole language fand primary grades mathematics and scence Keeping up with national standart Ia S. Raines (BA), Whole langage crass de curvian: Grades 12,3 (pp. 46-178) New York: Teachers College Press ecb. [8 Cens J (2003). We al vent om a sar: A ‘counting journey through Tanzenia. Cambridge, MA Bareloot Books. oreo. Mc, & Gambrell, IB. (2008). Using ilren's iterate preschool. Newark, DE International Rending Association National Counel of Teachers of Mathematics. (2000) riniples and standards or schoo! mathematics. Reston, VA: Autos \Wiidsmith,B. (1997). 2Cuanios animal hay? New York: Star Birght Books ‘Wren. 8. (2003). What das “balanced aproad" 0 ean nsrection mea? Retrieved November 26, 12004, from bit /ww.balancedeeading.com Young, (1997) The spe maker Columbus, OF: Yaner-Bloser. ‘Young. §.(1998}, At shepark Columbus, OT: ance: ‘Blorr. Young (1998) tx pees ofc. Columbus, OE “aner Bose ‘aslavsky, C. (1996). The mdticwtural math lasreon Portsmouth, NH: Heinemann. ntosolve ‘Amel, J (2002) Stores invite hil ‘nativemsatieal problems. Tuechng Chile Mathematics, 8(5). 260-264 “American Association for the Advancement ofSelence (AAAS). (2007). A of eince era Project 12061 (Vol 2), Washington, DC: Author ‘Aram, RJ, Whison, 8. & Dieckhof, (2001) ‘abit sweet habitat, Slence and Cluldren, 3843, 23-27. Borden, |. Geskus. F,(2001)-Links tolerate. The ‘most magoiicent strawberry shortcake, Teaching Children Mathematics, 719), 538-541. Butterworth, §.& Cicero, A. M.L, (2001), Storytelling ‘Building a mathematics curiculum from the culture ofthe chill Teaching Chien Mathemats,7(7). 396-399, Chapman §.A.(2000). The MO.OK, Booke Students author a book about mathematies. Teaching Children Mathematics, 6(6), 388-390. cherry 1.2006), Trade books for learning: An ‘author's view, Science & Children, 44(3), 44-47 ‘Clements, CH. & Sazama,J-(2006). Math al ‘round the room! Early hiltood Td, 21 24-20, Dobler, CP de Klein, JM. (2002). Links toliteratore st graders les, and Frenchman's fascination: Jniroducing the cartesian coordinate stem, Teaching Children Mathers. 8(9), 540-545. Ducolon.€.K, (2000), Qual erature as 2 Springboard to problem solving. Tecchin Children Meera, 617). 442-446, lig, P. (2001) The cottonwood. Sener and Cusen, 38h), 42-46. Pearland, D, (2006) endeavor ofscence. Scien 5 leege. 0. & Thompson. D.R. (2000). Fram habits Tees Using sience-themed counting books to ester ‘connections, Teaching Children Mathematics, 72) 74 Pleene, CF. & Bucher, K-T (2003/2004). inking cading seiece, and fetion books, Childhood Pehcation, 80(2), 76-83. Forbringer LL (2004). The thirteen days of Halloween: Using eildren's erature to Ailerentiate instruction in the mathematics ‘Gasarwom. Teaching Chltren Mathematics, 11(2), Trade books and the human Chien. 4403),ForrestK, Schnabel, D, & Willams, MB. (2005), ‘Math by the book. Teaching Caden Mathematis, 1244), 200 Forres. Ke, Schnabel, D. Williams M.. (2006) Mathematics nd Merature, anyone Teaching Chikren Mathematics, 134, 226. ‘nsburg H.., & Seo K. (2000). Preschoolers ‘mathemstical reading, Teehng Children ‘Mathemtis, 74}, 226-229, Gomer ven, S.& Sait, W. (2006), Analyzing ‘anthropomosphisms, Science & Childen, £413), 26-29. arms, JM. &Lettow, 6 (2000). Poetry and environment. Sec and Children, 3716). 30-33 Hellwig, $.J. Montoe. BE, & Jacobs, J. 8. (2000). ‘Making informed choices: Selecting chiléren’s trade books for mathematics instruction Teohing Chitren Maghoratice,7(3), 138-143. Henry. KF (2004), Links to iterature, Math ules in the animal kingdom, Teching Children Mathematics, 109), 456-463. Hose, P. & Lane F (2003). Media literacy starts ‘young: An integrated curriculum approach. Young Chilren, 5816), 20-26. Keenan, $-(2004). Teaching English Langu Learners, elonee an Children, 42(2), 49-5; Krech, B, (2003). Piture-book math. Instructor 11207) 42-43, ulezewski P, {2004/2005}. Vygotsky andthe three bears. Teaching Children Macheraties, 11(5 26-248. Lowe. [E & Matthew. K.1. (2000), Puppets and prose ‘cence nd Chien, 37(8), $145, Martner |G. R.&eMartine, N.C. (2000, January) Teaching math with stories. Tending Pre-K-S, 54-56, Mathemats and literature: Celebrating children's book week, November 1521, 2004, Teaching Chien Mathematics, 11(4), 237-240, MeDaffe,A.M.R. & Young. I-A. (2003) Promoting ‘mathematical discourse trough children's literature, Teasing Children Mathenaties, 97), 385-389, Monta, I, Monbardt,R (2006). Creating 2 ‘context forthe learning of science process skills through picture books, ExnlyChldhond Baueton Journal, 341), 67-72. ‘UNIT 15M Language and Concep| Format Monroe, EE Orme, M-P., Brickoon LB. (2002). Tinks to literature, Working Coton: Toward on understanding of ime. Teaching Children Mathomatics, &(8) 475-479. ‘National Research Cours (1996). Nationa scence eduction stadard. Washington, DC: National Academies Pres row, J,& Kleven, (1997) Dies dios [Ten tle Tingers). New York: Scholastic Books, Outstanding science trade books fr children 2000), Selec and Cdn, 3746), 19-25. Outstanding sience trae books fr chlidren-—2001. (2001), Selence and Chir, 3846). 27-34. Outstanding scence trade books for students K-12. ‘2001. (2002), Seence endl Chien, 39(6). 31-38, OOvistanding stenee tide books fr students K-12 2002. (2003), Selene and Children, 40(6), 31-28. Ouistanding science trade books for students K-12. 2003 (2004), Scene and Chiller. £1(6), 35-38. Plumer, D.M MacShars, J. &Brown, 8. K. (2003), ‘The tre fli, Science and Caden, 446), 18-21 Ponce, A. & Garrison, L (2004/2005). Overcoming the “walls” aurrounding word problems. Teaching Chiron Mautematies, 115). 256-262 Bice, D.C. Duley, A, P-& Waliams, C.8. (2001), Hoydo yur chose sclence trade books Scene an Chutes, 3816), 18-22. Robinson, L (2003), Technology as scald for ‘emergent literacy: Interactive storybooks for todlers. Young Ciérn, 58(6),42-48, Royee, CA (2003). Teaching through trade books ‘W's pumpkin tine! Seewe ané Clan, 41(2), 14-16. Royce A. (2004), Teaching through trade books: nds, Slee an Chulden, 4212) 2000. Fascinating fos 22-24. Rozansi, XD. Beckmann, C.E.&'Thompson. DR. (2003). txploring sae with Th Grouchy Lay Bg. Teaching Children Mathomatis. 10(2), 84-89. Rubenscin. RN, & Thompson, DR (2002). Understanding and supporting children’s mathematical ocabulay development. Teaching (hire Mathematics, 92), 207-111 arama, | & Clemens, D-H. (2006), arly math: ‘Connecting math and literacy. Early Childhood Today, 21(1) 27 Sarai Clements. DH, (2006), Pitare books that rail math sil, Early Childhood Today, 21(3), 20.Pee 222 SECTION? © Fundamental Concepts and Skills ‘Schons1. {2000}, Tibr08 de ciencias en Espaol Selence and hiléren, 37(6), 26-29. 2001), bros de eenclas en Espanol. Scene tn Children, 38(6), 23-26 Schon. (2003). Libros de cleneas en Expao,Seence Tutdren, 39(6), 22-25. ‘schon. L.(2003). Libros de clenelasen Espanol Setene tad Chien, 4016}, 39-43. ‘Schon, L (2004), Libros de clencias en Bspatol.S ‘ond Children, 4116). 43-47. Shih, JC. Giorgi, C. (2004). Buikling the mathematesandIteratoee connection through ildnen's responses, Teehing hilaer Matheratis, 1046), 328-333. taylor, 6. M. (1999), Reading. writing arithmetio— aking connections. Teaching Claldres Mathematics, 613}, 190-197. reney. (2004). Stmmertine andthe real Setence and Cildran, 4119), 38-49. hate, 0 (2001), Residing nthe math class Selecting and using picture books for math investigations. Young Chidren, 56(4), 20-21 ‘hiesen, D. {8}. (2004). Baporing mathematics ‘irugh Heratie. Reston, VA: National Counet! of "Teachersof Mathema ‘Thicsn.D. Matthias, M, & Smith. (1998) Teoeful work of mathematics: rally oated Ts of ien's books tn ahematis (2nd e). Reston, VA: National Council of Teachers of Mathematics. ineasy ‘Torrex-VelaaqueaD., & Lobo. G- (2004/2005). Culturlly responsive mathematics teaching and [gis Language. ing Chiro Mathematics, 1115). 249 rman Tiseer R- (1992). How 19 iterate to each nahenatics. Reston Council of Teachers of athematic West'8.& Cox. A (2008), tray pny Belesvile, MD: ‘Gryphon House Whitin, D,f.(2002). The po ofintegrating erature rogram. Teaching Ciuldren Mathematics, 89) 50% 504 ‘Whitin, D2 8Whitn, P2004). New vision eraturcand machen. Urbana, Is Nationel Councitol Teachers ofnglsh, and Reston, VA ‘National Council of Teachers of Mathematics ‘Worth. k. Moriarty... Winokue J (2008), ‘Cantiiing on lieraey connections. Science ard (hike, £1(5). 35-39. Witting te leaen science [Pocus issue. (2008), Selene ‘ad Clren, 4203) ‘You, 1K Yopp, R-H. (2006) Primary stadents ru informational texts Slaee and Chien. 44(3) 22-28, Journals such as Teetng Children Ma Chilfod Hitcation, Domensions, Selencé and Cilren ind Young Chitven fave beok review cokurans in ‘eae sue: many of he books reviewed apply to math and sence eonceps sutden's VA: National wi iials and pills i the matbematics or inking