1) The document discusses a study on the impact of integrating storybooks into a mathematics unit on kindergarten students' mathematical achievement and approaches to learning. 2) The study found storybooks helped students make real-world connections to mathematics, motivated students to engage in problem solving, and increased mathematical achievement. 3) The study involved 70 kindergarten students from three school districts who were read storybooks related to money during a mathematics unit on money. Data was collected through pre-and post-tests, student and teacher documentation, surveys and interviews.

1. MEMBERS :
1) MUHAMMAD ALIFF BIN ABDUL RAHMAN
2) MUHAMMAD HANIF BIN AB. LATIFF
3) NUR ‘IZZATI BINTI IBRAHIM
4) RABIATUL ZAHIDAH BINTI MOHD ZAIDI

2. The results of the study show an impact on student’s
mathematical achievement as well as the identification of
The characters in the stories as four themes that emerged on how student’s approaches
the context for mathematical to learning were influenced when storybook were
problems. integrated into the mathematics unit.
The ability to think about
conversation of matter or
skillful capacity to hold more
than one concept at time in
working memory, young THE IMPACT OF STORYBOOKS ON
children eagerly attempt to KINDERGARTEN CHILDREN’S
approach problems with MATHEMATICAL ACHIEVEMENT
mathematical thinking. AND APPROACHES TO LEARNING
Anxiety influences
physiological changes that
can lead to decreased
learning achievement, these
behaviors often lead to Motivate and excite young Storybooks help young
students developing learners to enjoy children make connections
negative attitudes towards mathematics and eagerly between mathematics in the
mathematics and a fear of engage in mathematical classroom and mathematical
mathematics . thinking and problem in life-like situations.
solving.

3. An implementation quality evaluation as described by Patton (1990,
p.109).
The nuances and details of children’s achievement of objectives and
also of their attitudes and approaches to learning were explored in a
mathematics unit in which storybooks were integrated.

4. A corresponding contrast has been described between the
mathematical confidence that children exhibit when they enter
kindergarten compared with the lack of mathematical confidence
and feelings of fear .
The traditional methods identified as antithetical to foster positive
attitudes about mathematics and ineffective in facilitating meaningful
mathematical literacy.
Important for teachers of young children to target instruction to
facilitate mathematical achievement and also foster positive
approaches on learning mathematics.

5. Teachers with identified pedagogical problems may actively
choose professional behaviors that focus on “reflection as a given”
and “practice-specified acquisitions of pedagogical kn0wledge and
thinking”. (Mrazik, 2009, n.p.)
Effective learners are “anthusiastic about learning” and “enganged
in the learning process”. (Hyson)

6. The purpose of this study was to understand how
storybooks might influence both achievement of learning
objectives and positive approaches to learning
mathematics in three kindergarten classes.

7. Three kindergarten teachers and their students (n=70) from three
school districts in an urban, rural and suburban setting in Central
Pennsylvania.
Focus on a unit of study related to money.
Read storybooks with mathematical content related to money to the
children each day.

8. Students written and drawn work in response to
problems; photographs of classroom centers; teacher
journals and researcher journals; survey results; and
interview and focus group transcripts.

9. For the first research question – determined by a statistical analysis
of pre- and post-test scores.
For the second research question – determined by a thematic
analysis of student and teacher documentation, surveys, interview
recordings.