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Research Article
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Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children's Picture Books

Year 2024, Volume: 12 Issue: 3, 667 - 689, 07.07.2024

Aysegul Akıncı Cosgun , Şengül Pala , Julie Nurnberger-haag , Melek Merve Yılmaz

https://doi.org/10.16916/aded.1369458

Abstract

Given the inaccuracy of children's picture books on shapes published in English, there was a need to analyse Turkish picture books on shapes. In order to carry out the study on the accuracy of Turkish picture books, a rating rubric for English picture books was translated into Turkish. The Traffic Light Rating Rubric rates books as red (explicit inaccuracies), yellow (implicit inaccuracies or missing concepts) and green (correct concepts). As a result of the research, it was found that the findings for the Turkish books were consistent with the previous findings for the English books. In the majority of the books analysed, the geometric shapes were rated as incorrect (red). Given the importance of early mathematical study for long-term success, the Traffic Light Rating Rubric-Turkish Version is intended to provide guidance to book selectors such as librarians, parents and teachers, and ultimately authors and publishers who need to produce texts with the correct form.

Keywords

Preschool geometry early childhood early mathematics rating rubric children

References

  • Arslan-Başdağ, D., & Dağlıoğlu, H.E. (2020). Resimli öykü kitaplarının temel matematik becerileri açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 233-253.
  • Aslan, D., & Aktaş Arnas, Y. (2007). Three-to six-year-old children’s recognition of gemetric shapes. International Journal Of Early Years Education, 15(1), 83-104.
  • Bulut, P., & Kuşdemir, Y. (2013). TÜBİTAK tarafından yayınlanan çocuk kitaplarının içerik özelliklerinin incelenmesi. Electronic Turkish Studies, 8(12), 215-226.
  • Can, D., Ozer, A. & Durmaz, B. (2020). Views of pre-service primary school teachers about the ıntegration of children’s literature in mathematics teaching. International Journal of Progressive Education, 16(4), 99-114.
  • Capraro, R.M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literatue. Reading Psyhology, 27(1), 21-36.
  • Casey, B., Kersh, J. E., & Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19(1), 167–172.
  • Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning geometry: Early foundations. Quadrante, 27(2), 7-31.
  • Copley, J. V. (2010). The young child and mathematics. Washington DC: National Association for the Education of Young Children, Reston, VA.
  • Crocker, L., & Algina, J. (2008). Introduction to classical & modern test theory. Ohio: Cengage Learning.
  • Dacey, L. S., & Eston, R. (1999). Growing mathematical ideas in kindergarten. Sausalito, CA: Math Solutions Publications.
  • Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child development research, 2012(1), 602807.
  • Durmaz, B., Can, D., & Özer, A. (2022). Matematik öğretiminde çocuk edebiyatının kullanımı sürecine ilişkin uygulayıcıların görüş ve deneyimleri. Bayburt Eğitim Fakültesi Dergisi, 17(34), 377-394.
  • Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Beverly Hills, CA: Sage.
  • Fırat, Z., & Dinçer, Ç. (2020). Matematiksel kavramları içinde barındıran resimli öykü kitaplarının biçim ve içerik açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 664-685.
  • Fowler, F. J. (2002). Survey research methods. Thousand Oaks, CA: Sage.
  • Hargittai, C. I., & Hargittai, M. (1994). Symmetry: A Unifying Concept. California: Shelter Publications.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1-15.
  • Jones, K. & Mooney, C. (2003). Making space for geometry in primary mathematics. In I. Thompson (Ed.)., Enhancing primary mathematics teaching and learning (pp. 3-15). London: Open University.
  • Jung, M., & Conderman,G. (2017). Early geometry instruction for young children. Kappa Delta Pi Record, 53(3),126-130.
  • Kesicioğlu, O. S., & Alisinanoğlu, F. (2014). Doğrudan öğretim modeline göre hazırlanan eğitim uygulamalarının okul öncesi çocuklarının geometrik şekil öğrenmelerine etkisinin incelenmesi. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 4(8), 71-77.
  • Kribs Zaleta, C. M. & Ruebel, K. K. (2008).Exploring mathematical concepts in literature. Middle School Journal, 40(1), 36- 42.
  • Luneta, K. (2014). Foundation phase teachers’ (limited) knowledge of geometry. South African Journal of Childhood Education, 4(3), 71-86.
  • Mayberry, J. W. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education, 14, 58 – 69.
  • Merriam, S. B. (2015). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel Akademi.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
  • Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM, 47, 377-390.
  • Moyer, P. S. (2000). Communicating mathematically: Storybooks as a natural connection. The Reading Teacher, 54(3), 246-255.
  • Newcombe, N. S., & Frick, A. (2010). Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102–111.
  • Notari-Syverson, A., & Sadler, F. H. (2008). Math ıs for everyone: Strategies for supporting early mathematical competencies in young children. Young Exceptional Children, 11(3), 2-16.
  • Nowell, J. (2015, January). US children’s book market. Presentation at the Digital Book World Conference Expo, New York City, NY.
  • Nurnberger-Haag, J. (2017). A cautionary tale: How children’s books (mis)teach shapes. Early Education & Development, 28, 415-440.
  • Nurnberger-Haag, J. (2018). Follow the signs to promote accurate geometric shape knowledge: together we can break the cycle of misinformation. Ohio Journal of School Mathematics, 80. https://library.osu.edu/ojs/index.php/OJSM/article/view/6041
  • Nurnberger-Haag, J., & Thompson, C.A. (2023). Simplest shapes first! But let’s use cognitive science to reconceive and specify what ‘simple’ means. Mind, Brain, and Education, 17(1), 5-19.
  • Nurnberger-Haag, J., Alexander, A. N., & Powell, S. R. (2020). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics. Mathematical Thinking and Learning, 23(2), 145-169.
  • Nurnberger-Haag, J., McTeer, J.S., Hopkins, A., Ries, J., Catterall, A. Maxwell, H., & Branham, I.J. (2019). Environmental math in the classroom: What do your walls say? Ohio Journal of School Mathematics, 81. https://library.osu.edu/ojs/index.php/OJSM/article/view/6556/5145.
  • Nurnberger-Haag, J., Scheuermann, A., & McTeer, J. S. (2021). A field guide to whole number representations in children’s books. International Journal of Education in Mathematics, Science, and Technology, 9(4), 697-727.
  • Nurnberger-Haag, J., Singh, R., & Wernet, J. L. (2020). An atypical approach to improve typical issues with pre-service teachers’ geometric shape knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1-10.
  • Nurnberger-Haag, J., Singh, R., Wernet, J. L., & Alexander, A. N. (2021). “Books I used as a child were mathematically incorrect” Reasons to use shape-related books as a resource to improve Mathematical Knowledge for Teaching. International Electronic Journal of Mathematics Education, 16(3), em0642.
  • Okudur, İ. N., & Işık, A. D. (2021). Mathematical concepts in children's books. The Journal of Limitless Education and Research, 6(3), 427-451.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün, S. B. Demir). Ankara: Pegem Akademi.
  • Pickreign, J. (2007). Rectangles and rhombi: How well do preservice teachers know them? Issues in the Undergraduate Mathematics Preparation of School Teachers, 1. http://www.k-12prep.math.ttu.edu/journal/1.contentknowledge/pickreign01/article.pdf.
  • Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children’s books. Early Education and Development, 26(3), 377–398.
  • Purpura, D. J., Logan, J. A. R., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633-1642.
  • Reikerås, E., Moser, T., & Tonnessen, F. E. (2015). Mathematical skills and motor life skills in toddlers: Do differences in mathematical skills reflect differences in motor skills? European Early Childhood Education Research Journal, 25(1), 72-88.
  • Resnick, I., Verdine, B. N., Golinkoff, R., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358-365.
  • Roberts, S. K. (2007). Watch what you say. Teaching Children Mathematics, 14(5), 296-301.
  • Saraçoğlu, M. (2015). Türkiye'de geometrik düşünme üzerine yapılan araştırmalara ilişkin bir meta-sentez (Yayımlanmamış doktora tezi). Dicle Üniversitesi Eğitim Bilimleri Enstitüsü, Diyarbakır.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. New York: Taylor & Francis.
  • Schreier, M. (2012). Qualitative content analysis in practice. London: Sage.
  • Sunzuma, G., & Maharaj, A. (2019). In-service teachers’ geometry content knowledge: Implications for how geometry is taught in teacher training institutions. International Electronic Journal of Mathematics Education, 14, 633-646.
  • Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2015). Early-years teachers’ concept images and concept definitions: Triangles, circles, and cylinders. ZDM, 47(3), 497-509.
  • Turnuklu, E., Gundogdu-Alayli, F., & Akkas, E. N. (2013). Investigation of prospective primary mathematics teachers’ perceptions and images for quadrilaterals. Educational Sciences: Theory and Practice, 13(2), 1225-1232.
  • Türker-Biber, B., Akıncı-Cosgun, A., & Aydın-Bölükbaş, F. (2021). Examination of mother-child math talks’ content and process during shared book reading. International Journal of Educational Methodology, 7(3), 501-515.
  • Uzmen, S., & Magden, D. (2002). Enhancing six-year-old preschool children’s prosocial behaviors by using picture books. Marmara University Journal of Educational Sciences, 15(15), 193- 212.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz Genç, M.M., Akıncı-Coşgun, A., & Pala, Ş. (2017). A study of mathematical content provided in illustrated children’s books. Eurasian Journal of Educational Research, 17(69), 159-175.

Yumuşak Köşeler ve Keskin Kenarlar: Resimli Çocuk Kitaplarında Hatalı Geometrik Şekiller

Year 2024, Volume: 12 Issue: 3, 667 - 689, 07.07.2024

Aysegul Akıncı Cosgun , Şengül Pala , Julie Nurnberger-haag , Melek Merve Yılmaz

https://doi.org/10.16916/aded.1369458

Abstract

Şekiller konulu İngilizce resimli çocuk kitaplarında yapılan hataların dikkate alınmasıyla, Türkçe resimli kitaplarının doğruluğunu incelemek için bir ihtiyaç ortaya çıkmıştır. Bu amaçla, İngilizce resimli kitaplar için geliştirilen bir değerlendirme rubriği Türkçe’ye çevrilmiştir. Bu rubrik, şekiller konulu kitapları kırmızı (açık yanlışlar), sarı (örtük yanlışlar veya eksik kavramlar) ve yeşil (doğru kavramlar) olmak üzere üç kategoride derecelendirir. Araştırma sonucunda, Türkçe kitaplar için elde edilen bulguların İngilizce kitaplar için önceki bulgularla uyumlu olduğu belirlenmiştir. Analiz edilen kitapların çoğunda geometrik şekillerin yanlış olduğu (kırmızı kategoride değerlendirildiği) görülmüştür. Erken matematik öğreniminin uzun vadeli başarısı göz önüne alındığında, bu Türkçe versiyonun, kütüphanecilerden ebeveynlere ve öğretmenlere kadar kitap seçicilerine rehberlik etmesi ve yazarlar ile yayıncıların doğru formatta metinler üretmelerine yardımcı olması amaçlanmaktadır.

Keywords

Okul öncesi geometri erken çocukluk erken matematik derecelendirme rubriği resimli çocuk kitapları

References

  • Arslan-Başdağ, D., & Dağlıoğlu, H.E. (2020). Resimli öykü kitaplarının temel matematik becerileri açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 233-253.
  • Aslan, D., & Aktaş Arnas, Y. (2007). Three-to six-year-old children’s recognition of gemetric shapes. International Journal Of Early Years Education, 15(1), 83-104.
  • Bulut, P., & Kuşdemir, Y. (2013). TÜBİTAK tarafından yayınlanan çocuk kitaplarının içerik özelliklerinin incelenmesi. Electronic Turkish Studies, 8(12), 215-226.
  • Can, D., Ozer, A. & Durmaz, B. (2020). Views of pre-service primary school teachers about the ıntegration of children’s literature in mathematics teaching. International Journal of Progressive Education, 16(4), 99-114.
  • Capraro, R.M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literatue. Reading Psyhology, 27(1), 21-36.
  • Casey, B., Kersh, J. E., & Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19(1), 167–172.
  • Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning geometry: Early foundations. Quadrante, 27(2), 7-31.
  • Copley, J. V. (2010). The young child and mathematics. Washington DC: National Association for the Education of Young Children, Reston, VA.
  • Crocker, L., & Algina, J. (2008). Introduction to classical & modern test theory. Ohio: Cengage Learning.
  • Dacey, L. S., & Eston, R. (1999). Growing mathematical ideas in kindergarten. Sausalito, CA: Math Solutions Publications.
  • Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child development research, 2012(1), 602807.
  • Durmaz, B., Can, D., & Özer, A. (2022). Matematik öğretiminde çocuk edebiyatının kullanımı sürecine ilişkin uygulayıcıların görüş ve deneyimleri. Bayburt Eğitim Fakültesi Dergisi, 17(34), 377-394.
  • Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Beverly Hills, CA: Sage.
  • Fırat, Z., & Dinçer, Ç. (2020). Matematiksel kavramları içinde barındıran resimli öykü kitaplarının biçim ve içerik açısından incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 664-685.
  • Fowler, F. J. (2002). Survey research methods. Thousand Oaks, CA: Sage.
  • Hargittai, C. I., & Hargittai, M. (1994). Symmetry: A Unifying Concept. California: Shelter Publications.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1-15.
  • Jones, K. & Mooney, C. (2003). Making space for geometry in primary mathematics. In I. Thompson (Ed.)., Enhancing primary mathematics teaching and learning (pp. 3-15). London: Open University.
  • Jung, M., & Conderman,G. (2017). Early geometry instruction for young children. Kappa Delta Pi Record, 53(3),126-130.
  • Kesicioğlu, O. S., & Alisinanoğlu, F. (2014). Doğrudan öğretim modeline göre hazırlanan eğitim uygulamalarının okul öncesi çocuklarının geometrik şekil öğrenmelerine etkisinin incelenmesi. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 4(8), 71-77.
  • Kribs Zaleta, C. M. & Ruebel, K. K. (2008).Exploring mathematical concepts in literature. Middle School Journal, 40(1), 36- 42.
  • Luneta, K. (2014). Foundation phase teachers’ (limited) knowledge of geometry. South African Journal of Childhood Education, 4(3), 71-86.
  • Mayberry, J. W. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education, 14, 58 – 69.
  • Merriam, S. B. (2015). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel Akademi.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
  • Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM, 47, 377-390.
  • Moyer, P. S. (2000). Communicating mathematically: Storybooks as a natural connection. The Reading Teacher, 54(3), 246-255.
  • Newcombe, N. S., & Frick, A. (2010). Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102–111.
  • Notari-Syverson, A., & Sadler, F. H. (2008). Math ıs for everyone: Strategies for supporting early mathematical competencies in young children. Young Exceptional Children, 11(3), 2-16.
  • Nowell, J. (2015, January). US children’s book market. Presentation at the Digital Book World Conference Expo, New York City, NY.
  • Nurnberger-Haag, J. (2017). A cautionary tale: How children’s books (mis)teach shapes. Early Education & Development, 28, 415-440.
  • Nurnberger-Haag, J. (2018). Follow the signs to promote accurate geometric shape knowledge: together we can break the cycle of misinformation. Ohio Journal of School Mathematics, 80. https://library.osu.edu/ojs/index.php/OJSM/article/view/6041
  • Nurnberger-Haag, J., & Thompson, C.A. (2023). Simplest shapes first! But let’s use cognitive science to reconceive and specify what ‘simple’ means. Mind, Brain, and Education, 17(1), 5-19.
  • Nurnberger-Haag, J., Alexander, A. N., & Powell, S. R. (2020). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics. Mathematical Thinking and Learning, 23(2), 145-169.
  • Nurnberger-Haag, J., McTeer, J.S., Hopkins, A., Ries, J., Catterall, A. Maxwell, H., & Branham, I.J. (2019). Environmental math in the classroom: What do your walls say? Ohio Journal of School Mathematics, 81. https://library.osu.edu/ojs/index.php/OJSM/article/view/6556/5145.
  • Nurnberger-Haag, J., Scheuermann, A., & McTeer, J. S. (2021). A field guide to whole number representations in children’s books. International Journal of Education in Mathematics, Science, and Technology, 9(4), 697-727.
  • Nurnberger-Haag, J., Singh, R., & Wernet, J. L. (2020). An atypical approach to improve typical issues with pre-service teachers’ geometric shape knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1-10.
  • Nurnberger-Haag, J., Singh, R., Wernet, J. L., & Alexander, A. N. (2021). “Books I used as a child were mathematically incorrect” Reasons to use shape-related books as a resource to improve Mathematical Knowledge for Teaching. International Electronic Journal of Mathematics Education, 16(3), em0642.
  • Okudur, İ. N., & Işık, A. D. (2021). Mathematical concepts in children's books. The Journal of Limitless Education and Research, 6(3), 427-451.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün, S. B. Demir). Ankara: Pegem Akademi.
  • Pickreign, J. (2007). Rectangles and rhombi: How well do preservice teachers know them? Issues in the Undergraduate Mathematics Preparation of School Teachers, 1. http://www.k-12prep.math.ttu.edu/journal/1.contentknowledge/pickreign01/article.pdf.
  • Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children’s books. Early Education and Development, 26(3), 377–398.
  • Purpura, D. J., Logan, J. A. R., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633-1642.
  • Reikerås, E., Moser, T., & Tonnessen, F. E. (2015). Mathematical skills and motor life skills in toddlers: Do differences in mathematical skills reflect differences in motor skills? European Early Childhood Education Research Journal, 25(1), 72-88.
  • Resnick, I., Verdine, B. N., Golinkoff, R., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358-365.
  • Roberts, S. K. (2007). Watch what you say. Teaching Children Mathematics, 14(5), 296-301.
  • Saraçoğlu, M. (2015). Türkiye'de geometrik düşünme üzerine yapılan araştırmalara ilişkin bir meta-sentez (Yayımlanmamış doktora tezi). Dicle Üniversitesi Eğitim Bilimleri Enstitüsü, Diyarbakır.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. New York: Taylor & Francis.
  • Schreier, M. (2012). Qualitative content analysis in practice. London: Sage.
  • Sunzuma, G., & Maharaj, A. (2019). In-service teachers’ geometry content knowledge: Implications for how geometry is taught in teacher training institutions. International Electronic Journal of Mathematics Education, 14, 633-646.
  • Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2015). Early-years teachers’ concept images and concept definitions: Triangles, circles, and cylinders. ZDM, 47(3), 497-509.
  • Turnuklu, E., Gundogdu-Alayli, F., & Akkas, E. N. (2013). Investigation of prospective primary mathematics teachers’ perceptions and images for quadrilaterals. Educational Sciences: Theory and Practice, 13(2), 1225-1232.
  • Türker-Biber, B., Akıncı-Cosgun, A., & Aydın-Bölükbaş, F. (2021). Examination of mother-child math talks’ content and process during shared book reading. International Journal of Educational Methodology, 7(3), 501-515.
  • Uzmen, S., & Magden, D. (2002). Enhancing six-year-old preschool children’s prosocial behaviors by using picture books. Marmara University Journal of Educational Sciences, 15(15), 193- 212.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz Genç, M.M., Akıncı-Coşgun, A., & Pala, Ş. (2017). A study of mathematical content provided in illustrated children’s books. Eurasian Journal of Educational Research, 17(69), 159-175.
There are 56 citations in total.

Details

Primary Language English
Subjects Turkish Education
Journal Section Articles
Authors

Aysegul Akıncı Cosgun 0000-0001-7195-5160

Şengül Pala 0000-0001-6383-6911

Julie Nurnberger-haag 0000-0002-3083-8846

Melek Merve Yılmaz 0000-0002-4553-7448

Publication Date July 7, 2024
Published in Issue Year 2024 Volume: 12 Issue: 3

Cite

APA Akıncı Cosgun, A., Pala, Ş., Nurnberger-haag, J., Yılmaz, M. M. (2024). Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children’s Picture Books. Ana Dili Eğitimi Dergisi, 12(3), 667-689. https://doi.org/10.16916/aded.1369458

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