Teachers and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books for additive and multiplicative schemas, the position of the unknown information, and features included in the problem-solving scenarios (e.g., single-step vs. multistep). Of the additive schemas, books most often represented join and separate schemas with an unknown end amount. With multiplicative schemas, the equal groups schema was most often represented. We discuss practical implications for using trade books to support schema development and problem-solving competency, and we provide suggestions for authors to better represent a range of schemas and text features to support students’ mathematics understanding with more difficult schema concepts during shared reading.

中文翻译：

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检查儿童商业书籍中的问题解决模式和模式特征

教师和看护人使用儿童读物（即商业书籍）来支持学校和家庭环境中的数学学习；共享书籍阅读提供了一个独特的机会来支持学生对操作和模式开发的理解。以前没有研究检查过商业书籍中加法、减法、乘法和除法模式的表示。我们针对加法和乘法模式、未知信息的位置以及问题解决方案中包含的特征（例如，单步与多步）对 88 种儿童书籍进行了编码。在附加模式中，书籍最常表示最终数量未知的连接和分离模式。对于乘法模式，相等的组模式最常被表示。我们讨论了使用商业书籍来支持模式开发和解决问题能力的实际意义，并为作者提供建议，以更好地表示一系列模式和文本特征，以支持学生在共享阅读期间对更难的模式概念的数学理解。