ABSTRACT Number books are an effective tool to increase math talk and promote children's mathematical thinking, but little is known about book genre effects. How do different types of number books impact mathematical input? This study examined whether book genre affects the amount and types of teachers' math talk. Using a within‐subjects design, we asked 31 teachers of 4‐ to 5‐year‐olds to read a narrative number book and a nonnarrative number book in a counterbalanced order. The books were matched in target numerical content. We found that the nonnarrative number book elicited more math talk than the narrative number book. In a qualitative analysis, we analyzed multiple conversational turns and found that both books allowed teachers to engage in simple math discussions, but there were differences in other types of math discussions. Together, these findings show that the quantity and quality of mathematical input differ as a function of genre.

Daphne Ang

Baoqi Sun

Pierina Cheung

Mind Brain and Education

Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education.    The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.

Mind, Brain, and Education (MBE) was recognized as the Best New Journal in the Social Sciences & Humanities by the Association of American Publishers' Professional & Scholarly Publishing Division in 2007. This journal provides an accessible platform for presenting both basic and applied research on learning and development, incorporating analyses from biology, cognitive science, and education. It emerged from the mission of the International Mind, Brain, and Education Society to establish a new field that integrates the diverse areas connecting mind, brain, and education through collaboration among educators and researchers in research, theory, and practice.

《Mind, Brain, and Education》（MBE）是由美国出版商协会专业与学术出版部于2007年评选的社会科学与人文学科最佳新期刊。该期刊为学习与发展领域的基础与应用研究提供了一个易于理解的交流平台，涵盖生物学、认知科学和教育等多个领域的分析。该期刊源于国际心智、脑与教育学会的使命，旨在创建一个新的心智、脑与教育领域，促进教育工作者与研究人员在研究、理论和实践中有效整合与心智、脑和教育相关的多种领域。

Category	Quartile
教育学	4
教育学, 教育学和教育研究	4
教育学, 心理学发育	4

The Effect of Book Genre in Eliciting Teacher Math Talk

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Journal Info

Category	Quartile
PSYCHOLOGY, DEVELOPMENTAL	3