A co-authored research article by Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading), which set out to examine Taiwanese primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning, has just been published in Springer’s Educational Studies in Mathematics journal – a leading peer-reviewed journal in the research field of mathematics education.
This paper is the fourth 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, second paper and third paper focus on Irish, Maltese and Australian teachers respectively. An upcoming paper will focus on teachers in England.
The article is available free of charge here, thanks to the University of Reading’s Open Access funding.
His co-authors are Prof. Der Ching Yang (National Chiayi University, Taiwan), Iwan Andi Jonri Sianturi (Indiana University-Bloomington, USA), Dr. Chia Huang Chen (National Taichung University of Education, Taiwan) and Yi-Wen Su (University of Taipei, Taiwan).