A co-authored research article by Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading), which set out to examine Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning, has recently been published in Springer’s Journal of Mathematics Teacher Education. Thanks to the University of Reading’s Open Access funding, the article is available free of charge here.
His co-authors are Dr. Sharyn Livy (Monash University), Dr. Tracey Muir (University of Tasmania) and Dr. Kevin Larkin (Griffith University).
This paper is the third output of an international survey study which Dr. Trakulphadetkrai leads and collaborates with academics in different countries to investigate the extent to which teachers integrate children’s literature in their mathematics teaching as well as their perceived barriers to and enablers for such integration. The first paper in the series focuses on Irish teachers while the second paper focuses on Maltese teachers. Upcoming papers focus on teachers in Taiwan and England.