Using children’s picture books to teach mathematical and numeracy concepts: An exploration of the aesthetic value of mathematics for preservice teachers’ dispositions - Vol 50 - Issue 4 - Article 3

Oct 15, 2026

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Evidence suggests preservice teachers often hold negative dispositions toward teaching mathematics and numeracy, coupled with low confidence and related concerns. This study examines three experienced teacher educators who use high-quality children’s picture books to teach mathematical and numeracy concepts while foregrounding mathematics’ aesthetic value. Using metalogue methodology, the researchers discuss concepts and explore beauty-related qualities in selected books, shaping common elements that support positive dispositions, teaching, and learning through dialogic recommendations.

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Australian Journal of Teacher Education | Volume 50 Issue 4 | Article 3 | | --- | --- | | 2025
Using children's picture books to teach mathematical and numeracy concepts: An exploration of the aesthetic value of mathematics for preservice teachers’dispositions
Mellie Green
Southern Cross University
Lorraine Gaunt
Charles Sturt University
Georgina M. Barton
University of Southern Queensland
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Language and Literacy Education Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons | | Recommended Citation Green, M., Gaunt, L., & Barton, G. M. (2025) . Using children's picture books to teach mathematical and numeracy concepts: An exploration of the aesthetic value of mathematics for preservice teachers’dispositions. Australian Journal of Teacher Education, 50(4) . [https://doi.org/10.14221/1835-517X.6854](https://doi.org/10.14221/1835-517X.6854) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol50/iss4/3](https://ro.ecu.edu.au/ajte/vol50/iss4/3) Using Children's Picture Books to Teach Mathematical and Numeracy Concepts: An Exploration of the Aesthetic Value of Mathematics for Preservice Teachers’ Dispositions Mellie Green Southern Cross University Lorraine Gaunt Charles Sturt University Georgina Barton University of Southern Queensland Abstract: Evidence suggests that preservice teachers often hold negative dispositions towards teaching mathematics and numeracy. This paper responds by examining the work of three experienced teacher educators who use high‑quality children’s picture books to teach mathematical and numeracy concepts while foregrounding the aesthetic value of mathematics. The aim is to support and improve preservice teacher dispositions through this form of reading. Using metalogue as methodology, the researchers discussed mathematical and numeracy concepts and explored the aesthetic qualities of mathematics within selected picture books. Their backgrounds and experiences shaped their analyses, yet shared ideas revealed common mathematical and numeracy elements alongside an appreciation of their beauty. This analysis offers an exemplar for preservice teachers seeking to strengthen their mathematics dispositions, teaching, and learning. By highlighting the beauty of mathematics and value of mathematical concepts, it contributes to a dialogic pedagogical approach and provides recommendations to support positive dispositions. Keywords: Mathematics, numeracy, aesthetic value, preservice teachers, dispositions, children’s picture books Introduction Evidence suggests that preservice teachers often have less confidence in teaching mathematics and/or numeracy than in other curriculum areas such as English (Bursal & Paznokas, 2006 ; Norton, 2019) . This diffidence points to negative dispositions towards mathematics and numeracy (Gaunt et al., 2024) . Concerns such as not understanding mathematical concepts (Axelsenet al., 2017), low self-efficacy towards teaching mathematics and numeracy (Briley, 2012; Hwang, 2020), and unawareness of culturally responsive approaches to teaching mathematics (O’Keeffe et al., 2019) have all been attributed to preservice teachers’ lack of confidence towards teaching mathematics. Given that mathematics and numeracy are important learning domains in schools, preservice teachers must be best equipped to teach them confidently in the classroom. One way todo this is by using quality children’s picture books in the classroom, as it may provide greater accessibility and enjoyment for students with low efficacy and/or negative dispositions towards mathematics and numeracy. In addition to increasing accessibility, picture books can also illuminate the aesthetic value of mathematics, offering preservice teachers new

FAQs

What problem does the paper address about preservice teachers’ mathematics teaching?

It addresses evidence that preservice teachers often have negative dispositions and less confidence about teaching mathematics and numeracy compared with other curriculum areas.

How does the study propose supporting improved dispositions?

It examines how high-quality children’s picture books can be used to teach mathematical and numeracy concepts while foregrounding the aesthetic value of mathematics.

What methodology does the paper use to explore mathematical and numeracy concepts?

The paper uses metalogue as a methodology, through discussion of concepts and the aesthetic qualities of mathematics within selected picture books.

Oct 15, 2026

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