Running Head: BROADENING MATHEMATICS CURRICULUM
Broadening Mathematics Curriculum: Linking Children’s Literature to Mathematics
Sarah Osborne
Vanderbilt University
Summer 2011
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Abstract
Children’s literature provides connections across all content areas. When incorporated
within mathematics, it provides an engaging, accessible, and authentic context for learning. The
literary experience can lead to mathematical investigations that address communication and
problem solving skills, which are highly encouraged and stressed by both the National Council
of Teachers of Mathematics(2011) and the Common Core Standards(2010). Student motivations
along with development of conceptual understandings are instrumental in leading to academic
success (Bransford et al., 2000). The use of children’s literature connects with the needs of
learners to create transferable understandings by way of multiple contexts and exposures. These
contexts need to be motivating and encouraging of students to be active learners. Students can
thrive as learners when these activities occur within a collaborative, supportive, and challenging
classroom environment. Children’s literature provides a necessary addition to mathematics
curriculum by addressing problem solving and communication skills. Investigations allow
teachers the opportunity to assess students in these domains. Resources for teachers exist on how
and why to use literature, as well as resources for teachers to use in making evaluations on the
literary qualities and mathematical soundness of children’s books (Whitin & Whitin, 2004,
Schiro, 1997). Teachers can access many resources that offer suggestions for quality children’s
literature and effective, connected mathematical activities (Burns, 1992). However, in a growing
standards based curriculum the propensity to follow the textbook exists. The growing body of
research and resources should be more accessible to teachers in order to encourage the effective
use of children’s literature to create deeper conceptual based understandings through the use of
communication and problem solving.
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Broadening Mathematics Curriculums:
Linking Children’s Literature to Mathematics
Elementary mathematics education emphasizes the development of conceptual
understandings. The Common Core Standards (2010) stress creating conceptual understanding of
keys ideas, which often is not developed through the curriculum in current math textbooks. In
addition, the Common Core Standards(2010) along with the National Council of Teachers of
Mathematics(2011) put increased importance for students to be able to justify, orally
communicate, and express through writing their understanding and comprehension of
mathematics. It seems that these two important aspects of mathematics education align, and as
teachers it is necessary to find instructional methods that align with and help students develop
deep conceptual knowledge and abilities to express understandings. Many scholars and
researchers including Marilyn Burns, Michael Schiro, and David and Phyllis Whitin promote
children’s literature as an instructional tool for addressing these needs within mathematics
education. Students’ academic development in math will not only benefit from the incorporation
of children’s literature, but literacy development will also be simultaneously addressed. Tischler
(1992) states, “Interdisciplinary studies not only save time but also add to children’s insight into
all curriculum areas involved--the whole is greater than the sum of the parts”(p.1).
Hong (1996) has found evidence that children benefit from the use of literature due to the
familiar and meaningful context it can provide. Children’s literature provides a context and
opportunity in which to have students reasoning, problem solving, communicating, and making
connections within math and beyond. Whitin and Whitin (2004) state, “Literature is one way that
mathematical ideas can be made more accessible to all learners”(p.86). The reasoning behind
using literature in math is due to the positive implications it has for learners, the learning
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environment, the curriculum, and the valid assessment of learning. All of these domains will be
explored to see where the benefits on students’ mathematics and literacy development occur. The
relevance and efficacy behind incorporating literature is further justified by the increasing
amount of resources available for teachers to use to find connected, relevant and engaging texts.
Addressing Principles of Learners and Learning
Bransford, Brown, and Cocking (2010) state “the ultimate goal of schooling is to help
students transfer what they have learned in school to everyday settings of home, community, and
workplace”(p.73). In regards to mathematics curriculum, this goal can be achieved by
developing transferable conceptual understandings. By looking at the strands within the
Common Core Standards (2010) it is evident that knowledge needs to build and deepen from
year to year. Tischler (1992) suggests the use of children’s literature as a means of supporting
conceptual development. Using books as instructional tools can help lay the ground work for a
conceptual understanding which is critical for students to be able to understand more advanced
and abstract ideas. Literature also deepens and extends students learning of a concept. For
transfer to occur it is important for students to be active participants while experiencing math in
multiple contexts and modes. Tischler (1992) comments on the role of learners as active
listeners, “When you read these books in the classroom, it is a challenge to keep students as
actively involved as possible; do not let them become passive listeners. It may be appropriate to
stop frequently and wait until all children have had a chance to think and respond to questions
about the story”(p.63). This speaks to the dual role of both the teacher and the student in the
learning process. Teachers have to create engaging and thought provoking lessons, but students
also have to play an active role in the construction of knowledge. Furthermore, teachers take on
the role of providing scaffolds for students learning. Teachers need to build a curriculum that
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connects and builds off of students’ prior experiences and knowledge by showing explicitly or
through scaffolding the connections between the subjects and the students’ everyday lives
(Bransford et al., 2000).
Children’s literature takes students out of the typical context of a math textbook. As
discussed earlier, this supports the need for students to experience content in multiple contexts.
Bransford et al. (2000) states, “knowledge that is taught in only a single context is less likely to
support flexible transfer than knowledge that is taught in multiple contexts”(p.78). The benefits
go beyond just providing another avenue for learning. Burns and Silbey (2000) report “stories
that engage and delight can make mathematical ideas accessible, interesting, even compelling for
children”(p.79). The authentic and relatable context children’s literature provides makes learning
more accessible and meaningful. Ward’s (2005) work with mathematics pedagogy showed that
students’ attention and interest is strongly captured through the use of literature and the real
world connections it can provide. Bransford et al. (2000) emphasize the critical role motivation
has on the extent and amount of time students devote to learning. In regards to learning activities,
Bransford et al. states, “challenges, however, must be at the proper level of difficulty in order to
be and to remain motivating: tasks that are too easy become boring, tasks that are too difficult
cause frustration” (p.61). The above speaks to the necessity of scaffolding learning. Teachers
need to create and maintain students interest, along with maintaining goals and student
motivation (Bransford et al., 2000).
The above discussion focused predominantly on increasing student learning in general
and within mathematics, but as Ward (2000) found “literature also provides a means for
mathematics and language skills to develop simultaneously as children learn to listen, read,
write, and talk about mathematics”(133). Burns and Silbey (2000) recommend math teachers use
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children’s literature within all grade levels and as a way to show the integration of subjects.
Schiro’s (1997) research into the instructional technique of mathematical literary criticism shows
the benefits to students’ development in both subject domains. The methods within this
technique also put in place elements of scaffolding and motivation for students by creating a
challenging task. The four phase method used within mathematical literary criticism involves
students finding a meaningful problem within the story, developing plans to solve the problem,
executing the plan, and lastly evaluating and reflecting on the effectiveness of the plan (Schiro,
1997). This is one method of using literature within mathematics that creates an authentic and
meaningful learning experience.
A Learning Environment that Supports Literature in Mathematics
As discussed above, students learn best in academic settings that foster engagement
through multiple contexts, accessibility, and an expectation that students will be active learners.
These learning situations have to be supported by the context of the classroom. Bransford et al.
(2000) state, “the learning environment is critical for determining what is learned”(p.94).
Children’s literature promotes understanding in a way that is motivating for students if executed
within a strong classroom community that supports learning in this manner. As discussed
previously, the National Council of Teachers of Mathematics (2011), promotes the use of
communication and problem solving within mathematics. Teachers have to establish within their
classroom an atmosphere of community where mathematics is valued and students feel they have
the ability to be problem solvers. This is done through activities that promote the relevance of
mathematics in students’ lives. Literature puts mathematics into an authentic context that
students can relate to. Problem based scenarios that put students in the role of a mathematician
create a collaborative classroom community environment. These scenarios along with the use of
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whole class discussions and requiring students to talk mathematically promotes a classroom
environment where mathematical communication is necessary to be a successful, vital member.
Schiro’s (1997) research and support of using literature in mathematics pedagogy has found that
“language is performing a socio-cultural function when the class as a whole gradually develops a
common mathematical way of thinking about the book. Here language allows children to
participate in a classroom community involved in mathematical discourse and develop shared
mathematical understandings with others in their classroom”(p.71).
A collaborative, motivated classroom community is further enhanced by mathematics
being relatable to students’ current and future lives. Students can see math is all around them in
their everyday lives. Schiro (1997) states “children’s literature places mathematics in a familiar
setting that children can identify with and which feels relevant and interesting to them”(p.10).
Problem based activities that build off of a shared literature experience provide students with the
opportunity to engage and work with their classmates. Bransford et al. (2000) states, “social
opportunities also affect motivation. Feeling that one is contributing something to others appears
to be especially motivating”(p.61). Schiro’s (1997) research would support that literature
provides a situation where students see the applicability of math to their everyday lives. As
students work to solve problems, they will use their intellects, as well as everyday experiences,
to demonstrate and build their learning. This accessibility extends to all students, no matter race,
gender or ethnicity.
Hong (1996) states “children learn more effectively in a familiar setting and in a context
that is meaningful for them”(p.479). Children’s literature puts students into a familiar context
they see across subjects and grade levels. It is a resource they interact with, within the classroom
and hopefully, outside of school. This meaningful experience will increase students’ motivation
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and involvement within the lesson. On the part of the teacher, it is important to consider if the
level of math content present also matches the targeted audience as far as the content, themes,
and literacy level of the books. As the teacher, it is necessary to make sure the context of the
story and the math to be addressed complement each other in an authentic way. The connection
should seem natural, but evident to the students. These factors will be important for creating an
engaging and accessible lesson for all students. Other factors to consider when choosing texts
will be discussed later on. The importance behind matching books to students’ abilities lies
within the fact students need to feel success to be able to fully engage and participate within a
classroom community. In a collaborative environment students will feel support and
reinforcement in their efforts to comprehend and build knowledge.
Curriculum and Instructional Strategies for Linking Literature and Mathematics
The classroom community developed highly influences the effective execution of a
successful curriculum. The shared experience children’s literature creates allows the
development of a common classroom language and norms related to mathematics. Van De Walle
(2010) supports that “children’s literature is a rich sources of problems at all levels, not just
primary”(p.37). Reflective and problem-solving tasks can be developed from literature that
extends up through the elementary grades. Burns and Silbey (2000) support as well that older
elementary student still enjoy and learn from the use of literature. They have found that
investigations can be built from stories, nonfiction texts such as The Guinness Book of World
Records, and even chapter books provide mathematical grounded tasks and problems. Nonfiction
texts provide great resources for students to learn about the world around them, alongside
mathematics (Van De Walle, 2010). Tischler (1992) makes a strong argument that for “uppergrade students with limited reading skills, teachers might find that a book written for much
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younger children can be refreshing and build confidence”(p.2). The importance lies in knowing
the learners in the classroom, their needs, and their interests. Literature can be a source for
reaching all of these within a mathematics curriculum and not just as a supplement but a source
for conceptual development. Schiro (1997) offers further support for teachers using books as a
means of instruction. The book provides the problem and students can even be prompted to find
the mathematics within the story. This will help to develop students as critical thinkers in regards
to both mathematics and literacy. Schiro (1997) offers support for even encouraging students to
use literature that may have flaws in order to become critical readers and evaluators of the
authenticity of the mathematics within the story. Students can even begin to correct and devise
plans to improve what already exists to be more engaging and mathematically sound. Schiro
(1997) coined this process as “mathematical literary criticism” which is “the process of
examining children’s books with respect to a set of mathematical standards”(p.6). Despite the
focus of this leaning towards critically looking at math content, there is a literary component too.
Students are deeming the value of the literary qualities of the book as well. The context provided
by children’s literature promotes students’ communication both in regards to reading and talking
about mathematics ideas and concepts. “Whitin and Whitin (1996) offered that literature can be
used to engage students in meaningful conversations and investigations in mathematics, which
serve as bridges for students to connect the abstract, symbolic language of mathematics to their
own personal world”(Ward, 2005, p.133). Moyer’s (2000) research into students developing the
ability to communicate mathematically found that the natural context of math problems within
stories promotes students’ oral language skills. The importance of this aspect of students’
academic development is seen in the communication standards within mathematics (National
Council of Teachers of Mathematics, 2011). To encourage communication, the mathematics
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curriculum needs to contain tasks and resources that build connections, take into account student
interest, and show the value of mathematics. Tischler (1992) shows through his resources that
books can motivate students to use manipulatives in a way that shows the purpose and meaning
behind the manipulative.
Children’s literature can become an instrumental part of the curriculum through
increasing understanding, interest, and motivation. However, teachers need to constantly
remember just as one would evaluate a book before use during language arts or a literacy block,
it is equally important to extensively evaluate texts before using them to support mathematics
learning. Schiro (1997) states “suffice it to say that children’s books need to be not only
mathematically sound but also ‘good books’ from a literary perspective”(p.76). Teachers have to
keep in mind and look at the text and illustrations to make sure they are mathematically accurate,
even down to the fine details. Other standards and ideas to consider when implementing a
children’s book as part of the curriculum will follow (Schiro, 1997). Do the mathematical ideas
flow and do both the text and pictures support the reader’s comprehension? Is the mathematics
evident to the reader? How does the book present math? Is it seen as enjoyable and useful?
Whitin and Whitin (2004) report that “good books are inclusive by valuing, portraying and
drawing in readers of all ethnicities, cultures, and genders…books convey sound and accurate
content and they promote healthy attitudes and dispositions about mathematics”(p.2). These are
just some standards and ideas to consider when looking at children’s books and the usefulness
they can have within the curriculum. To be a strong curriculum that gives students multiple
access points and exposure to concepts and ideas, teachers need to consider and look beyond just
the textbook. By keeping in mind the evaluation standards above, well-chosen books can be
made a strong addition to the curriculum to not only build, but also extend conceptual
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understandings. To read more about evaluation standards look to Schiro (1997) and Whitin &
Whitin (2004).
Assessing Students in All Domains
As a teacher, extending beyond the textbook is sometimes challenging since they usually
align with the standards needing to be covered. However, just as teachers have an obligation to
cover the standards, an obligation to create engaging, motivating and transferable instructional
tasks exists too. Formal and informal assessments have to constantly happen in regards to the
state mandated standards. Children’s literature can work towards helping students meet academic
benchmarks. Tischler (1992) notes that the National Council of Teachers of Mathematics calls
for students to become mathematical problem solvers. Whereas in a textbook students are often
supplied the concept or formula and given practice problems, children’s literature can provide
direct problems within a story to pose to children. Another method involves teachers building an
engaging investigation off the shared literary experience. Tischler (1992) suggests that if
students are prompted to see connections between math and literature, they can be encouraged to
become more independent investigators of problems within stories they read. The scenarios
created from children’s literature not only promote problem-solving skills, but also places an
increased importance on being able to communicate mathematically. The instructional activities
allot assessment opportunities for teachers to informally and formally assess students thinking
through use of oral and written communication methods. Standards expect students to be able to
justify, reason, and express their understanding through written and oral communication
(National Council of Teachers of Mathematics, 2011). Students need contexts and experiences
beyond the textbook to be able to develop and explore their thought processes and abilities to
show understanding. Schiro (1997) states, “at the core of mathematical activity is the ability to
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think, reason, and problem solve like a mathematician”(p.11). This speaks strongly to the new
emphasis on communication and conceptual understanding found within the Common Core
Standards (2010) and National Council of Teachers of Mathematics (2011) standards. The
problems posed through literature can lead to these types of experiences and skills.
Children’s literature as part of a math curriculum should not be looked at just as an
enrichment activity. This type of instructional task can have implications on both students’
mathematical conceptual development and literacy skills (Schiro, 1997). To perform these
mathematical investigations students have to use comprehension and literacy skills to grasp the
problem and effectively link the solution to the problem within the story. Moyer (2000) states,
“opportunities for discourse in both reading and mathematics instruction promote children’s oral
language skills as well as their ability to think and communicate mathematically”(p.246). Most
importantly, students are being required to think critically and justify what they know and pose
as a solution. Whitin and Whitin (2004) highlight in their book New Visions for Linking
Literature and Mathematics, the “importance of reasoning and communicating effectively
through writing, talking and graphic representation”(p. xiii). These skills have to be equally
assessed and practiced with students. Students need to not only understand the concept, but also
be able to explain it and show they understand it. Whitin and Whitin (2004) support that
children’s literature provides a wide range of applicability across concepts and grade levels. If
teachers purposefully choose books, they can create a mathematical and literary experience that
has students growing in both content areas.
Therefore, what types of assessments can come through using children’s literature to
build mathematical understandings? Standards for reasoning and communication and the need
for a conceptual understanding give justification for using the instructional technique of
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children’s literature. Moyer and Mailley (2004) point out the importance of the discussions that
follow investigations built off a story as a means of assessment. Teachers can assess both
mathematical and literary understandings, in addition to oral communication skills. The oral
component can be very telling of a student’s level of understanding. Moyer and Mailley (2004)
also found that within the lower elementary grades the discussion period is a critical time for
extending student learning since students abilities to express through writing are not as advanced.
An engaging, shared literary experience allows for and promotes more discussion than a standard
textbook. This aids in students’ abilities to communicate mathematically. This discussion period
allows for more two-way communication between student and teacher. This plays into the idea
that “feedback is fundamental to learning”(Bransford et al., 2000, p.154). Furthermore Bransford
et al. (2000) states, “if the goal is to enhance understanding, it is not sufficient to provide
assessments that focus primarily on memory for facts and formulas”(p. 154). The discussions
and investigations provided within children’s literature get beyond application of formulas and
work towards expression of conceptual and understanding of big ideas within the domain of a
subject.
The research Moyer and Mailley (2004) gathered was from the use of the book Inchworm
and a Half, which supports a study of fractional concepts. They found, within this literaturemathematics connection, strong support for the investigation period where students are the
problem solvers. “Although teacher-provided representations are important during instruction for
learning the conventional aspects of representation (such as fractional symbols), allowing
student-generated representations can enhance and deepen the meaning of fractions and other
mathematics concepts for young children”(p. 248). As mentioned before, learners need to be
active participants in building their understanding. If students work to create their own effective
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methods, the transfer and development of knowledge will become more meaningful and
accessible. The idea of accessibility is extremely important as shown through the Common Core
Standards (2010) use of strands such as numbers and operations, measurement, algebraic
thinking, etc. Students need to be able to carry their strategies and conceptual understandings
with them from year to year as concepts become more challenging and abstract. Bransford et al.
(2000) state “helping learners choose, adapt, and invent tools for solving problems is one way to
facilitate transfer while also encouraging flexibility”(p. 78). Flexibility is extremely important
since each classroom comes with a diverse set of students as far as learning style, culture,
interests, and so forth. Students need an exploratory phase in order to begin the groundwork of
creating a conceptual understanding. With children’s literature students simultaneously have the
opportunity to increase their literacy skills. Students can create a broader understanding of
comprehension and problem solving by receiving more exposure to books and by looking at
them with a mathematical lens. With so many standards to cover in both subjects, the
opportunity to assess both literacy and mathematics development at the same time should prove a
valuable opportunity for teachers. Assessment is a constant concern and activity of the teacher.
By providing students more opportunities to communicate and apply their knowledge, teachers
can make more valid and influential assessments.
Moving Forward: Resources, Directions, and Cautions for Educators
The above portion demonstrated the role children’s literature can take in building
learners’ understandings, creating a collaborative and supportive environment, building a
stronger curriculum, and lastly making more valid assessments of students’ comprehension and
communication skills. The remainder seeks to show how educators, parents and researchers can
work to use children’s literature due to its positive impact on student learning. It provides a new,
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engaging context that strives to meet students’ needs and interests. Teachers have a busy
schedule and luckily, many researchers and former teachers have taken a look into the effects of
literature on mathematics learning. From seeing positive results, many have created annotated
bibliographies, lists by concept, and lesson plan ideas that incorporate mathematics learning by
way of quality children’s literature. The first resource to be mentioned that categorizes by
mathematics concept or strand is John Van De Walle, Karen Karp and Jennifer Bay-Williams’s
(2008) Elementary and Middle School Mathematics. This is not only a great resource for
teachers of mathematics in general but at the end of each chapter is a helpful section entitled
“Literature Connections.” The books listed here align with the mathematical strand discussed in
the chapter. These span age levels, while also providing different student interests. Marilyn
Burns (1992) in conjunction with Rusty Bresser (1995) and Stephanie Sheffield (1995) have
created a number of Math and Literature resources for teachers. These suggest quality books and
lesson plan ideas that have previously been effectively implemented. Burns (1992) states as her
reasoning for creating such resources, “incorporating children’s books into math instruction
helps students experience the wonder possible in mathematical problem solving and helps them
see a connection between mathematics and the imaginative ideas in books”(p. 1). Marilyn Burns
created these out of a need she saw not being addressed through merely textbooks. Students’
ability to mathematically communicate both orally and through writing was a concern she
believes can be being addressed by using children’s literature as an instrumental part of the
curriculum. Her books span grade levels and concepts as well. The lesson plans supported and
encouraged by Bresser (1995) show that older students can be challenged by mathematical tasks
that stem from a simpler story. In addition, older elementary students continue to enjoy and be
engaged while read to. Whitin and Whitin’s (2004) resource provides ideas and children’s
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literature that is evaluated in terms of mathematical and English/language arts standards. The
first portion provides teachers with suggestions for evaluation of texts based on inquiry, critical
thinking, and diversity, along with connections to standards. The second portion provides an
annotated list of quality children’s literature by the mathematical strands outlined within most
standards. Despite all of these valuable resources, it is still the responsibility and duty of the
teacher to assess a books value to his or her individual classroom, especially in regards to their
academic level and interests. As stated in many of these resources, these are ideas and
suggestions not a full curriculum. However, value is seen through many of these books stating
their objectives of increasing conceptual understanding through the encouragement of broader
and more communication oriented mathematics.
Children’s literature integrated into a mathematics curriculum may be a new venture for
many teachers. The resources above provide not only texts and lesson plans but reasoning,
research and substantiation behind making children’s literature an integral part of the math
curriculum. Cotti and Shiro (2004) look into the impact a teacher’s ideology has on his or her
instructional methods. They found through their research that teachers, despite their varying
beliefs, support use of literature in mathematics. The ideology of the teacher does influence the
reasoning behind, use and goals he or she places on the incorporation of a piece of literature. No
matter one’s beliefs on the nature of schooling and teaching, children’s literature has a place and
use within a mathematics curriculum. Since the importance is to have the story be a natural part
of the curriculum, it is important teacher’s acknowledge they do not have to use it in the exact
way another teacher proposes. The value comes in the way a teacher finds it to be effective with
his or her students and in the way he or she sees it aligning with curricular goals and
assessments. Schiro (1997) supports the use of these resources as ideas and suggestions to
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support and extend mathematical thinking. Furthermore, Schiro (1997) highlights that these can
be helpful hints for teachers, parents and other adults. The importance for parents and other
adults who interact with children to be aware of these resources and to use books in this manner
is evidenced by success reported in Bransford et al.’s (2000) How People Learn text. The
research in this text found “connection-making and scaffolding by parents to support children’s
mathematical learning has also proved a successful intervention that has been mimicked in
school settings”(p. 108). Burns and Silbey (2000) suggest pointing out to parents the parts in the
books that are helpful. Children’s literature that directly connects to math often has additional
resources in the front and back to describe concepts, vocabulary, as well as giving extension
activities and questions. If teachers send home books, they should also include math vocabulary
and related content parents should be aware of. These additions enhance the literature
opportunity parents have with their child.
Marilyn Burns (1992) cautions teachers to not get into a habit of mathematizing every
book, it is equally important for students to continue to enjoy literary experiences for the sake of
the story. The suggestion here then is to read a book once all the way through before connecting
or digging into the mathematic content. Burns and Silbey (2000) further support reading the
story once with the intention to let students have a rich literature experience. The introduction of
a connected math activity could come prior to the second reading so as students can focus on
both the story and the mathematical goals. Another method is to prompt students to think of
problems to solve that relate to the story. The benefits of this method is that the problems posed
are more in line with students’ interests while also providing a more accurate look at the extent
of student abilities in regards to comprehension and problem solving. Schiro (1997) makes a
strong argument for teachers and students to not necessarily discard a book that is not completely
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mathematically sound and of excellent literary qualities. Value can be found in using these
somewhat flawed books as a means to be able to better evaluate the strengths and weaknesses of
other literature. In addition, students and teachers can use it as an investigation to find, edit, and
suggest where further supports and explanations are needed. Children’s literature provides a
springboard for a number of mathematical and literary investigations.
Future Directions and Implications for Mathematics, Literature, and
My Classroom Practices
The argument for the use of children’s literature within a mathematics curriculum has
been delved into extensively. As mentioned previously, there are many resources out there for
teachers to access in order to make children’s literature a valuable and successful learning
opportunity; however, these resources and researched-proven methods need to be further
supported in mathematics teaching and methodology texts, as well as in teachers manuals for the
required text for that grade level. By having suggestions for the use of children’s literature in
these two resources, educators will be more inspired and confident in the efficacy of this
practice. As a future educator, it is important to share effective strategies with colleagues.
Creating resources for other instructors will be useful in encouraging the use of children’s
literature and also creates the opportunity for the teacher to reflect on what went well and what
could be improved. The use of children’s literature to develop mathematical understandings will
be a consistent addition to my mathematics curriculum. In order to determine its efficacy, I will
reflect on students’ engagement levels and abilities to build understandings through this context.
To gather students’ thoughts on literature in math, surveys can be used, as well as reflective
journal prompts. The journal prompts will also be an assessment of student learning and
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disposition towards mathematics and literature. Lastly, having other teachers observe and
critique lessons where I incorporate literature will help to improve and strengthen my practice.
For the above to happen and be more easily achieved, more quality literature that links
math to authentic, relevant scenarios needs to be created or identified. Further research into the
successful use of particular books can be done. In addition to merely more literature, more
multicultural perspectives need to be addressed so that all students can be reached. Kathy Short
(2011) states “culturally relevant literature allows readers to ‘see themselves’ within a book and
provides opportunities for linking cultural knowledge and experiences to story worlds”(p. 53).
As a future educator, it will be important to keep in mind the evaluation standards mentioned in
the Curriculum and Instructional Strategies for Linking Literature and Mathematics
section of this paper, along with addressing if the book allows all students access. Sharing
success with particular books to colleagues can prove beneficial in spreading the practice of
using children’s literature throughout all subject domains.
Conclusions
The National Council of Teachers of Mathematics (2011) places an increased importance
on the role of written and oral communication. Children’s literature has been supported and
established as one avenue for addressing these important standards. Ward (2005) states
“literature also provides a means for mathematics and language skills to develop simultaneously
as children learn to listen, read, write, and talk about mathematics”(p. 133). The integration of
these two subjects addresses both literacy and mathematics standards. Learners are successful
when learning is put into engaging, motivating and authentic contexts. Student participation is
increased if interests are accessed and therefore, they become active constructors of their
knowledge leading to more conceptual and transferable understandings. The curriculum needs to
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be supplemented with materials that allow students to be problem solvers, as well as encouraged
to be communicators of their knowledge. Researchers in mathematics and literacy development,
along with experienced classroom teachers, have acknowledged the usefulness children’s
literature can have in other subject domains. Children’s literature in a mathematics curriculum
promotes reasoning, communication, conceptual development, and problem solving. Resources
currently exist for teachers’ access to find relevant literature to most mathematics concepts.
Further support and research into effective mathematical activities related to children’s literature
will prove to help in creating a more comprehensive mathematics curriculum that helps students
to build conceptual understandings that will transfer to their everyday lives.
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References
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