Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

Abstract This qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers enablers for the integration of children’s literature in mathematics teaching learning an Australian educational context. While research over past three decades have documented pedagogical benefits using literature, into perceptions regarding use such resources is virtually non-existent. The thus filled this gap by drawing responses from open-ended questions 94 82 teachers Australia. A thematic analysis revealed 13 classified under five themes with Lack Pedagogical Knowledge Confidence, Time Constraint, representing 75% all barriers. Moreover, 14 were identified Benefits Love Stories around 70% enablers. Findings also showed that most (around 75%) never or infrequently used their classrooms. highlights role professional teacher training ensuring both in- necessary knowledge, experience confidence enrich teaching.