Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading

By Ann Anderson, Jim Anderson, Jon Shapiro. 2005

76 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d998281bfb470d2eb61dbfd7f36e5346d0908d49

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Joy C. Polignano
2. Helen Lynn Columba
3. Marja Van den Heuvel-Panhuizen
4. Margaret Walshaw
5. Robin L. Hojnoski
6. Glenda Anthony

In Statistics and Probability

1. Joy C. Polignano
2. Helen Lynn Columba
3. Marja Van den Heuvel-Panhuizen
4. Margaret Walshaw
5. Robin L. Hojnoski
6. Glenda Anthony

Citations in the corpus

• Mathematics Education in the Early Years: Building Bridges (2009, background): “While not advocating that teachers try to emulate what parents do or that parents adopt school-like activities at home, Anderson et al (2005, p. 22) contend that it is ‘prudent that educators be aware of and consider these differences’.”
• Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation (2014, methodology): “Also using a nonexperimental design, Anderson, Anderson, and Shapiro (2005) investigated the ways in which mathematical discourse was coconstructed between parents and children during shared book reading.”
• Picture Books as an Impetus for Kindergartners' Mathematical Thinking (2008, background): “The few studies we identified are those by Fletcher, Perez, Hooper, and Claussen (2005); Moschovaki and Meadows (2005a, 2005b); and the studies by Shapiro, Anderson, and Anderson (1997), Anderson (1997), and Anderson et al. (2005).”