Supporting kindergarteners’ learning of mathematics through the interactive reading of mathematical stories

Reading mathematical stories in interactive reading sessions creates ideal settings for social interactions, and this can significantly improve their efficacy as pedagogical tools. This small-scale teaching experiment aimed to investigate the role of interactive reading in promoting mathematical understanding through story-based learning. It focuses on the mathematical learning outcomes that can be achieved through the interactive reading of mathematical stories. A kindergarten teacher delivered a mathematical story to her class of twenty-three children, aged five to seven. The story targeted knowledge of the comparative magnitude of numbers and was delivered in an interactive reading setting. A qualitative analysis of the video recording indicated that the interactive reading played a significant role in promoting the children’s mathematical understanding. While there were certain negative outcomes, their occurrence rates were significantly lower than the positive outcomes. Overall, the implementation of interactive strategies, where the children were encouraged to demonstrate their existing and developing comprehension, and subsequently received affirmation of that understanding, resulted in mainly positive outcomes. An important implication of this study is that incorporating interactive readings of mathematical stories into early childhood classrooms can enhance children’s mathematical understanding, enrich teacher–child interactions, and inform policymakers in the design of more effective reading practices.