Children’s Literature and Math
Running Head: CHILDREN’S LITERATURE AND MATH
Integrating Children’s Literature into the Elementary Mathematics Classroom
Lauren Blood
Capstone Essay
Peabody College, Vanderbilt University
Spring 2009
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Children’s Literature and Math
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Abstract
The integration of subjects is becoming increasingly more popular with educators, and yet rarely
is the idea of linking mathematics and literacy considered. This essay delineates the benefits of
integrating children’s literature into the elementary mathematics classroom. The National
Council of Teachers of Mathematics (1989) asserts children need to be active constructors of
mathematical knowledge, and children’s literature presents both problems and methods of
solving them in an authentic manner while portraying mathematics in a unique context. Through
teachers utilizing children’s literature, students build math-to-self connections, freely explore
concepts, and gain positive attitudes towards the subject. A new set of mathematical discourse is
readily available to students, creating a community of learners. A wide variety of methods to
group students and arrange the classroom are also made possible through the integration of math
and literature. With regards to choosing the actual literature to use in the curriculum, firm
guidelines exist to ensure quality literature is chosen that invites readers while demonstrating
accurate mathematics. Teachers should also consider the various forms of literacy on the Internet
to maximize their instructional possibilities. The use of children’s literature in mathematics has
been found to deepen mathematical understanding and increase student achievement as material
is integrated across the curriculum. An array of extension activities and assessment measures are
also made possible through the connections between the two subjects. Finally, this essay
demarcates the process a teacher should take when first considering the use of children’s
literature in the elementary mathematics classroom.
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Introduction
Integrating the curriculum is a popular area of discussion among educators. McDonald
and Czerniak (1994) denote that learning gains occur when ideas are viewed across content areas
because relationships become clearer to the students. Where some may think that there is no use
of mathematics outside the classroom, just the opposite is true; mathematics is used in science,
the social sciences, medicine and commerce (Ronau & Karp, 2001). Because math is widely
prominent in the world, it is crucial for a teacher to demonstrate its presence to his or her
students. Whiten and Wilde (1992) assert that children’s literature motivates students to learn,
celebrates math as a true language, provides students with an authentic context for
conceptualizing math, fosters number sense, and provides a clear mode of integration into the
other major subject areas. With this many benefits as products from using children’s literature in
the math classroom, it would be a loss to not utilize this rich set of resources. The National
Council of Teachers of Mathematics (1989) avows the following:
Many children’s books present interesting problems and illustrate how other children
solve them. Through these books students see mathematics in a different context while
they use reading as a form of communication (p. 27).
The use of children’s literature in the area of mathematics greatly influences learners and
learning principles, the learning environment, curriculum formation, and assessment strategies in
an array of positive manners. Integrating children’s literature in the mathematics classroom
provides a new way for students to experience the subject matter, a unique view that typical
textbooks cannot provide. Teaching students with various learning styles and needs means
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differentiating the material whenever possible, and children’s literature offers a unique link to the
core subject area of mathematics.
Learners and Learning
Students have diverse learning needs, and through offering multiple instructional
methods, teachers can best meet the needs of the children in their classrooms. The National
Council of Teachers of Mathematics (NCTM) asserts that students need opportunities to be
active constructors of mathematical knowledge (Whitin & Wilde, 1992). When teachers create
these opportunities to allow for discovery, students are able to truly see what they are learning,
and the curriculum becomes both meaningful and purposeful. Through the integration of
children’s literature into mathematics, learners are able to build connections between math and
their lives, explore concepts more freely, gain positive attitudes toward the subject matter, and
enhance their academic achievements.
Building Math-to-Self Connections
The NCTM (2000) named “connections” as a separate process standard for mathematics.
Thus, creating and identifying the links among math concepts as well as those that relate to
students’ own interests and experiences is crucial if the children are to understand the efficacy of
mathematics. The NCTM notes that the value of mathematics resides largely in the extent to
which it is useful in the course of some purposeful activity for the students (NCTM, 1989). If
students do not build those connections, the subject is void of purpose in their lives, and they will
lose interest.
Children’s literature offers students another opportunity to make meaning and create
connections between mathematics and their own lives (Austin, 1998). These possible links are
often missed because students constantly ask the question “how will I use this in my life?” And
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too often, teachers are unable to give satisfying responses, leaving students feeling deprived of a
use of the subject matter they are learning. Through children’s literature, mathematics becomes
more than just “a prescribed set of algorithms to master” as it transfers to “a way of thinking
about their world” (Whitin & Gary, 2004, p. 394).
Natural connections between the student and mathematics create new opportunities for
learning. Children’s literature allows students to personalize their own learning experiences
because they can “enter the story at their own levels of mathematical curiosity” (Jenner, 2002, p.
169). This type of learning allows students to tailor the material so it becomes relevant in their
own lives. It is imperative for teachers to draw from their students’ funds of knowledge because
the schema that children already possess allows them to understand pieces of information better.
Stories can be open invitations for students to make connections from their own interests and
background experiences to various math concepts (Whitin & Gary, 1994). Integrating literature
into the mathematics curriculum also provides an authentic setting for observing math in the real
world, allowing it to possess real meaning in the lives of students (Ward, 2005). Students gain
the perspective of seeing mathematics used in real, though possibly fictional, scenarios,
understanding its use outside of the math classroom. Math becomes a process instead of just a set
of tasks to learn. Ideally, students will begin making math connections with books they selfselect to read (Shatzer, 2008). Once teachers instill the strategy of making connections between a
reader and the mathematics in the literature, the students will become independent learners,
identifying associations on their own for their own meaningful purposes.
Exploring Concepts
The emphasis in the math classroom is often on correct answers, with very little attention
being devoted to helping students develop conceptual ideas. Children’s books have an ability to
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provide students with a safe way to explore mathematical concepts when they may not otherwise
do so (Jenner, 2002). This nonthreatening avenue is crucial if students are to have the freedom
to explore common mathematical concepts. “Children’s understanding of mathematics can be
sparked and sustained with literature,” and it is often just the ember a child needs to ignite their
conceptual insight (Jenner, 2002, p. 169).
Zemelman, Daniels, and Hyde (1998) assert that mathematics is a true science of patterns
and relationships, and it is thorough grasping these patterns that students are able to fully
understand the major concepts. For instance students already have a schema for a story
framework, such as recognizing the beginning, middle and end. Students have the ability to
utilize this type of foundational knowledge to grasp new understandings (Conaway & Midkiff,
1994). Because students are not encountering new manners of presenting the information, such
as the case may be in a mathematics textbook, they are able to solely focus on the new concepts.
Children’s books also typically have patterns as their underlying structure. Because both
children’s literature and math rely on patterns as their basic foundation, children can easily
identify important concepts that connect the two (Moyer, 2000). Learning about and identifying
patterns is an effective process that leads to connections and comprehension
Teachers should also explore the concept of using stories for unintended mathematical
understanding (Jenner, 2002). Not all stories need to relate to math for ideas to become concrete
to the students in the classroom. Many books contain isolated scenes that may be used to
springboard a student to a mathematical topic. For instance, Usnick, McCarthy, & Alexander
(2001) delineate how an upper elementary school classroom explored probability through an idea
sparked in L’Engle’s A Wrinkle in Time. The students investigated how many socks were in Mrs.
Whatsit’s drawer, working with concepts such as attribute sets and the difference between
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replacement and non-replacement in probability. Stories like this provide natural contexts for
word problems, and when students encounter these challenges within the literature, they are able
to disregard the unfamiliar vocabulary and focus on the larger concepts (Ward, 2005). They
focus on solving the problem instead of the problem itself. Children’s literature provides a
natural and meaningful context for numbers because mathematical concepts are naturally
embedded in story situations (Whitin & Wilde, 1992).
Attitude Adjustments
Boidy (1994) asserts that storytelling, the strategy by which children’s literature is
integrated into the mathematics curriculum, can lead to more positive attitudes toward learning
mathematics. Students with varying opinions toward the subject matter are presented with a new
lens through which they view mathematics. For many children, math becomes something fun and
different.
Children’s literature can also be used to engage students who suffer from math anxiety
(Hunsader, 2004). Tobias (1993) defines “math anxiety” as the tension and anxiety a person feels
when required to manipulate numbers and/or solve mathematical problems. Children’s books can
provide a new access point to the information to stray students from focusing on and being
overwhelmed by the presence of numbers, algorithms, and problems to be solved. Because the
use of children’s literature in mathematics allows students from a wide variety of abilities to
access the concepts, most students have an entrance to experiencing some level of success
(Shatzer, 2008). Also, teachers can use examples from literature to reassure their students that
not everyone grasps mathematical concepts quickly. Whitin and Wilde (1992) speak of Gerry
Oglan encouraging a positive attitude toward mathematics in his young son by reading him a
book about various counting strategies, Two Ways to Count to Ten. This story allows students to
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see there are multiple ways to count and encourages discussion about the way that is most
effective for each individual child. Situations and discussions that may be sparked by children’s
literature positively affect attitudes because the students are no longer inhibited by the thought
that there is only way to find or view a correct answer. Mathematics becomes more about the
process and less about the product.
Learning Environment
The use of children’s literature fosters a positive classroom community by giving
students a common experience upon which they can build a base of knowledge. Vygotsky
suggested that socially meaningful activities lead to higher mental processes (Moyer, 2000).
Thus, reading books to build mathematical understanding creates a cohesive social atmosphere in
the classroom. Discourse, room arrangement, and student groupings are all greatly influenced by
the use of children’s literature in the mathematics classroom.
Discourse
The main purposes of creating a set discourse in one’s classroom are to help students
become aware of others’ strategies and perspectives as well as clarifying and expanding their
own thinking (McDuffie & Young, 2003). Developing an environment that fosters discourse in
the context of mathematics can be quite difficult. Students who are not used to talking about
mathematical concepts and terms may often be reluctant to speak up in class or participate in
discussions (McDuffie & Young, 2003). The frequency of numbers and seemingly foreign terms
may intimidate students. Schell (1982) argues that mathematics has some of the most complex
content area material to read because it presents more concepts per word, sentence, and
paragraph than any other core subject. Adams (2003) also claims that students are challenged by
mathematic terms to many words that possess alternative, everyday meanings. For instance,
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“product,” “ruler,” and “base” all have definitions outside the mathematics curriculum. Thus,
providing an accessible language for students in the context of mathematics is absolutely vital.
Children’s literature celebrates math as a language and provides students with the words,
symbols, and images to use. It showcases the terminology in a manner that is easy to understand.
Mathematics is, in fact, a natural communication system (Whitin & Wilde, 1992). Students need
to be provided with a safe way to enter the language of mathematics if it is such a mode of
communication, and reading trade books offer that appeal. Allowing opportunities for discourse
in both reading and mathematics instruction promotes “children’s oral language skills as well as
their ability to think and communicate mathematically” (Moyer, 2000, p. 246). Mimicking
mathematical language from literature enables students to access the terms and creates a
common language to be used in the classroom.
One of the appeals to using trade books in elementary mathematics is their child-friendly
nature. Not all books need to necessarily relate to mathematics specifically. Rather, they must
solely spark a topic to discuss in relation to math. Students of all abilities are able to participate
in such discussions because the subject matter does not require a correct answer; the teacher
solely desires a response to the literature (Lewis, Long, & Mackay, 1993). Students are asked to
relate the literature to mathematics, but it may not even be a problem that merits a “right”
response. The main goal can be to connect mathematics to one’s life, and there is clearly no
correct answer for such a prompt. Creating the foundations for both language and mathematical
ideas in the elementary grades is extremely important in the larger course of a child’s
development. The key abilities that are developed will serve children well in communicating
mathematically throughout their lives (Moyer, 2000).
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Through the use of children’s literature in the math classroom, a set of classroom
discourse is developed that can be shared among all of the students (Jenner, 2002). It is this way
of talking that allows students to clarify and expand their own thinking, and it leads to a
classroom built upon deeper understanding. This communication helps students form links
between their informal ideas and the abstract symbolism of many mathematical concepts
(Moyer, 2000). Students often enjoy discussing stories they read on their own or those they have
shared with them. When teachers use literature to discuss a mathematical idea, the natural
discourse that follows allows students to engage in communicating in a meaningful manner
(Lewis, Long, & Mackay, 1993). Ideally, students create relationships through this discourse, as
all the children have at least this one manner of understanding subject matter in common.
It is important to note that discourse transcends oral communication into written
activities. Writing can play a powerful role in constructing mathematical understanding (Lewis,
Long, & Mackay, 1993). Communication is a crucial part of mathematics, as the precision of the
ideas is a result of the language used. If students are able to use both written and oral forms of
language, the students will gain addition methods of expressing their ideas. There are many ways
to use writing to emphasize mathematical discourse. The NCTM (1989) recommends that
teachers provide opportunities for students to parallel stories in children’s books through writing
stories with the appropriate mathematical concepts. Lewis Long, and Mackay (1993) highlight a
second grade class of students mirroring The Doorbell Rang by Pat Hutchins, using dividing a
whole instead of dividing a set of objects. Teachers can also engage students by allowing them to
write answers to problems, write letters to friends about mathematics, or keeping a math journal
to document their reflections to what they learn (Lewis, Long, & Mackay, 1993). Through
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writing, students can learn new ideas, foster connections, and respond to mathematic concepts
and ideas.
Student Groupings and Room Arrangement
There are many ways to group students that create opportunities for success with
children’s literature in the math classroom, and no one way is the most effective for every
classroom and situation. A teacher must understand his or her students and gauge what will work
best for them. When using children’s literature in mathematics, careful thought must be put into
how one arranges the students in a classroom. One effective grouping method is through creating
shared reading experiences. Through dividing one’s students into groups of two or three,
children are able to make mathematical connections and discuss their conjectures in a safe
environment where their informal language is also celebrated (Jenner, 2002). When fear of an
insufficient vocabulary inhibits a child from experiencing the material, the educational value of
the activity is lessened. Another valuable method for utilizing children’s literature in math is
using books to create group problem-solving tasks. It is through these challenges and allowing
students to work together that children learn to communicate their mathematical ideas to one
another and also consider alternative viewpoints (Lewis, Long, & Mackay, 1993). It is rare in
math for young students to consider more than one answer as a valid possibility, but when using
math in a literature context, just that can occur. Group discussions foster discussion and allow
children to challenge their peers, directing the class to a more thorough understanding of the
concepts. Teachers can create a mathematics book corner for students to read the books or listen
to them on tapes or CDs. Students can independently read or listen to the literature to privately
explore the math concepts; the students may also just want to encounter a quality piece of
literature. To appeal to the whole class setting, the teacher can project the book via a projector
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for the class to read together (Gailey, 1993). When teachers carefully consider the outcomes of
grouping and arrangement of mathematics literature in the classroom, new possibilities for
discourse are created, and children can be exposed to novel ideas. Learning is enriched through
the use of children’s literature in the math classroom as students listen, read, write, and discuss
mathematical ideas (Gailey, 1993).
Curriculum and Instructional Settings
The traditional method of learning math through individualized work with only paper and
pencil assignments impedes student engagement and can halt the math learning process for many
students (Stipek, Salmon, Givvin, Kazemi, Saxe, & MacGyvers, 1998). Callan (2004) delineates
how students can relate math to their daily lives through literature. The transfer of knowledge
from the classroom to the real world is one that is extremely important throughout education.
Children’s literature breaks down the idea that learning mathematics and living mathematics are
two different things (Whitin & Wilde, 1992). Within a meaningful context, students can extend
their understanding of basic mathematical principles. Thus, incorporating mathematics into
various areas of the curriculum is not a mere suggestion; it is essential to maximize student
learning opportunities.
Choosing Books
When deciding which books to use in a classroom to enhance the teaching of
mathematics, it is absolutely crucial to make sure the books are high-quality literature. The same
standard that exists for choosing books in Language Arts must transfer to the literature used in
the math classroom. The following are guidelines instructors must follow when selecting books:

Teachers must look for an author’s use of rich language, descriptive writing, and
engaging illustrations if they are included (Gailey, 1993)
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
The pieces of literature must have the “wow” factor to best appeal to all students,
including both the visual and verbal appeal to an audience (Hellwig, Monroe, & Jacobs,
2000)

The books must also be mathematically accurate, correct, and current in their social and
economic setting (Gailey, 1993)
If the previous standards exist for book choice, the literature used will be that of superior quality,
naturally inviting children to be a part of the story while transferring accurate and relevant
mathematics into their lives.
Children’s books provide access to student exploration and discussion in manners that do
not always develop naturally from subject-area textbooks (Kinniburgh & Byrd, 2008). Literature
enhances and offers a supplement to the textbook, showcasing an authentic use of the material.
However, not all children’s books relating to mathematics are appropriate to use in one’s
classroom. Careful selection of books to integrate the subjects is necessary to ensure that
connections are “authentic, not contrived; they should help children learn to think about
mathematical ideas as ways of expressing relationships rather than discrete bits of information to
be memorized and retrieved (Hellwig, Monroe, & Jacobs, 2000, p. 138). If students are to be
exposed to material that is meaningful to them in their lives, then the teacher must take great care
and consideration when choosing the literature to showcase in his or her classroom.
It is important for teachers to consider books intended for a variety of grade levels.
Whitin (2002) found that picture books intended for younger primary grades benefit mathematics
instruction for upper grade students because they can extend the often times abstract
mathematical concepts. The older children enjoy the success they find in understanding the
simple text. They are free to focus on the ideas and mathematical language because they do not
Children’s Literature and Math 14
have to strive to make meaning out of a difficult, challenging piece of writing. Just as older
students enjoy books written for primary-grade students while exploring mathematical ideas,
books written on a higher reading level can be read aloud to younger students according to the
same rationale (Midkiff & Cramer, 1993). Children often connect to the situations they hear and
read about even if the actual text is written in a complex manner. Both written text and
illustrations provide opportunities to explore mathematical ideas (Moyer, 2000). Thus, younger
and older children alike can utilize the pictures and words in literature to extend their conceptual
knowledge.
Gailey (1993) emphasizes four broad categories to separate the trade books that are
appropriate for supplementing mathematics instruction. First, there are numerous counting books
that are typically identified by colorful illustrations and their link to number concepts. The
second category is the number book. These books highlight a specific number to enhance the
understanding of its meaning. The third type of book involves miscellaneous storybooks. In this
type of literature, the math concept may be touched on, but it is not the main focus. The last
grouping calls for concept, or informational, books. These books explore a specific mathematical
concept, but they are written in an entertaining manner for the reader. Extending these four
categories is another literature realm: rhymes and poetry. These pieces often introduce a number
or reinforce a specific concept or operation. Combining texts from all four of the categories
provides students with a balanced library of literature to use in the mathematics classroom.
Beyond the Book
Children’s literature has traditionally only found its place in the physical world of text;
however, due to technological advances, the Internet is now a large resource for children’s books
and extension activities. When carefully integrated, the Internet can allow students to travel to
Children’s Literature and Math 15
new places and experience novel responses to children’s literature (Leu, Castek, Henry, Coiro, &
McMullan, 2004). Internet-based books and activities provide the same possibilities for
meaningful conversation, authentic investigations, and new connections. As the classroom
becomes increasingly more technologically advanced, teachers must utilize the new modes of
communication available. The Internet can make literature seem like an active, alive part of the
classroom, engaging students while inviting them to learn the content.
Linking the Curriculum
The idea of integrating the curriculum is not new. Rather, Dewey (1938) proposed an
integration of knowledge and experience in the classroom. Currently, there is a wide push for
developing a curriculum in which all students can experience success and learn authentically.
Terms like coherent curriculum, thematic teaching, and differentiated instruction are often
present in modern research and teacher preparation literature (Olness, 2007). All of these models
stress that students learn best when they learn through their personal learning styles, typically
gaining access to the material through several sources.
The Principles and Standards for School Mathematics highlight the need for fostering
connections between mathematics and other disciplines in the curriculum (NCTM, 2000).
Recognizing the role of mathematics in relation to other core subjects is a key ingredient to
grasping the usefulness of the material. Integrating literature into the mathematics classroom
becomes increasingly more important as students enter the upper grades because the concepts
become more abstract in their nature, and the links created help students see meaning and
purpose in the principles being taught (Kinniburgh & Byrd, 2008).
Today’s teachers face standards in a wide variety of realms: school, state, and national.
With No Child Left Behind requiring school districts and states to publicize the progress of the
Children’s Literature and Math 16
schools through report cards, there is little leeway regarding the designated curricula (NCTM,
2004). Integrating the curriculum can help teachers cover the required areas from their state’s
standards, allowing more literature to be read and objectives taught (Kinniburgh & Byrd, 2008).
Teachers maximize the topics covered given the time constraints by linking the subject matter.
The use of children’s literature can also demonstrate that math extends beyond just a certain time
of the school day, and it is an important part of one’s daily life (Franz & Pope, 2005). Modeling
how math is utilized outside of the math classroom allows students to grasp its relevance in their
own lives.
Assessment
Assessment is an integral part of a teacher’s instruction, as he or she must gauge student
progress and then adjust the teaching accordingly. The NCTM (2002) asserts “assessment
should support the learning of important mathematics and furnish useful information to both
teachers and students (p. 22).” Probing to see what students know needs to serve more of a
purpose than just passing a standardized test. Children deserve a chance to explain their
understanding of the concepts. Because students have different learning styles, they should also
be presented with a variety of assessment opportunities (Olness, 2007). Whitin and Gary (1994)
argue that students need support to best represent their mathematical understanding through
various forms. Some viable options include written and oral language, drawing, threedimensional artifacts, drama, and other modes that may be appropriate for specific students. As
teachers increase their students’ options for expression, they increase their students’ avenues for
understanding (Whitin & Gary, 1994). The NCTM (2002) declares that assessment should be
done for the students, not merely to the students. The ultimate purpose should always be to guide
instruction to best enhance student learning.
Children’s Literature and Math 17
Student Achievement
The traditional method of paper and pencil learning in the math classroom often
contributes to low achievement levels in mathematics (Stipek, Salmon, Givvin, Kazemi, Saxe, &
MacGyvers, 1998). This method of assessment does not allow students to thoroughly represent
their conceptual understanding about the subject matter. Wilde (1998) found that children’s
literature deepens mathematical understanding while allowing students to think and reason in a
new manner.
Boidy (1994) sought to increase student achievement through curriculum integration as
well as providing means for alternative assessments. He found that by connecting core subjects,
the students transferred knowledge better and were more able to connect the material to their
everyday lives. His findings indicate that the integration of children’s literature into the
mathematics curriculum led to higher student achievement. Language proficiency and math
ability appear to be linked, another positive outcome of this example of curriculum integration
(MacGregor & Price, 1999). As students become increasingly developed in their language
abilities, perhaps through a submersion of quality children’s literature, their math capabilities
also improve. Although more research must be done on the theory regarding heightened student
achievement, it is important to understand the suggested findings that students can achieve more
in both math and literacy when the two subjects are intertwined.
Teachers are able to notice an escalation in the thinking regarding mathematical tasks
when children’s literature is involved. In reviewing teachers’ comments about their students’
abilities, Clarke (2002) found that children were better at explaining their mathematical
reasoning and strategies, more persistent on difficult tasks, and thought more about what they
learned. Enhanced comprehension about the topic often leads to higher grades, and math scores
Children’s Literature and Math 18
have increased when math strategies are connected with literature experiences (Jennings, 1992).
Teachers need to provide students with a variety of access points to the curriculum, and
children’s literature provides another viable method for success in mathematics.
Extension Activities
Using children’s literature in the mathematics classroom creates authentic possibilities for
extension activities that focus on creating a thorough understanding of math concepts (Conaway
& Midkiff, 1994). Children’s literature presents discovery-learning opportunities and explores
new methods of gaining and expressing knowledge. The selected extension activities should
provide students with authentic hands-on opportunities to survey the connections between
literacy and mathematics (Morrow & Gambrell, 2004). One example of an extension activity is
using children’s literature to create mathematical games based on various concepts, such as
sorting, geometry, or standard units of measurement (Hopkins, 1993). As children experience the
freedom to delve deeper into the concepts, they are truly demonstrating their working
understanding of the material. The use of picture books and extension activities creates positive
reactions, enjoyment, and a sense of confidence in children (Shatzer, 2008). When mathematics
is viewed in such a positive light, the focus is drawn from the formalized assessment that so
many children dread. Extension activities provide an additional mode of assessment outside of
the traditional pencil and paper test, and children still possess the same opportunities to display
their knowledge and understanding.
Comprehension
Hyde (2006) suggests teachers using various comprehension strategies to assess a
student’s grasp of the mathematical concepts in relation to the children’s literature. Asking
questions, making connections, visualizing, inferring, predicting, determining importance, and
Children’s Literature and Math 19
synthesizing are all valid ways for teachers to foster the links between mathematics, children’s
literature, and the student’s life. This use of strategies is typically tied to a literacy activity;
however, since the children’s literature is integrated into the mathematics curriculum, they
become practical forms of expressing understanding. Strategies of questioning, connecting,
predicting, etcetera are just as useful in mathematics as in language arts. The same concepts are
often explored and given different terms in mathematics, such as conjectures and proofs.
Teachers should also encourage their students to respond to the stories they read through poetry,
drama, art, oral discourse, or writing (Whitin & Wilde, 1992). Allowing such a wide range of
responses invites students to view math from a wide array of perspectives, which deepens and
broadens their understanding. Offering students the chance to showcase their understanding of
various concepts by providing them with a choice in their manner of expression ensures that the
form of assessment will not inhibit the display of knowledge. Rather, a student’s comprehension
of the mathematical ideas truly reflects his or her grasp through the most appropriate means.
Conclusion
Children’s literature holds a valid place in the elementary classroom. In both research and
practice, educators assert the positive affect children’s literature can have on mathematics. Trade
books provide opportunities for connections between students and the subject matter, exploration
of concepts, engagement and positive attitudes about math, new possibilities for discourse,
differentiation with regards to student grouping, links to other core subjects in the curriculum,
and new, diverse, and authentic modes of assessment. The use of children’s literature in the
mathematics classroom creates a community of learners who experience relevant mathematics as
it comes to life via the words and pictures in a text.
Implications
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Many implications can be drawn from the information, both research and teacher-based,
regarding the best ways to use children’s literature in the mathematics classroom. The
information suggests the use of trade books positively influences student learning, the learning
environment, curriculum development, and possibilities for assessment. Thus, teachers must
consider the benefits children’s literature can have in their mathematics classroom. As a future
educator myself, I will speak broadly about the process teachers should follow when integration
these two core subjects.
Because the foremost goal of the mathematics classroom is the teaching of concepts,
teachers must be aware of the standards and units they need to cover in a given amount of time.
After the general subjects are selected, review the various lists of children’s literature (Whitin &
Wilde, 1992; Gailey, 1993; etc.) to identify several possible books to use that will enhance a
concept. Examine literature across difficulty levels and genres since the subject matter may have
a broader appeal when used in this context (Whitin , 2002). These pieces of literature should then
be reviewed according to the criteria set forth by Gailey (1993). The books must:

Use rich language

Present descriptive writing

Showcase engaging illustrations, if they are present

Accurately and correctly represent the mathematical concepts

Be current and correct in the current social and economic setting
Once the teacher chooses the literature to use, he or she must decide how to effectively integrate
it into the curriculum to serve a clear purpose. Deciding to incorporate shared reading, a literacy
center, or whole group read alouds makes a difference in the day-to-day use of the literature.
Regardless of the chosen method of using the books in the classroom, the teacher should
Children’s Literature and Math 21
introduce the literature to the class as it correctly corresponds to the subject matter. If the literacy
center houses only books on geometry as the class is studying algebra, the purpose and
effectiveness of the literature are missed entirely. The teacher should engage the students in a
discussion about the literature, as is deemed appropriate, to increase and enhance the common
discourse (Lewis, Long, & Mackay, 1993).
After the books have been read, utilized, and discuss, teachers can choose to create
extension activities that expand upon the issues in the literature. For instance, a fourth grade
teacher effectively challenged her students to write their own factorial stories after reading
Anno’s Mysterious Multiplying Jar (Whitin & Wilde, 1992). The use of such a lesson not only
expanded on a concept explored in literature, but it effectively integrated an authentic literacy
activity into the curriculum. Implementing such an activity can cover both language arts and
math standards.
Assessment is necessary during and after any lesson is taught to maximize benefits for
both the students and the teacher. Instructors can use informal assessments to monitor how the
students are discussing the literature and concepts since the discourse was already put into place.
Regardless of the form of assessment, such as tests, quizzes, or additional activities, students
must have the opportunity to explain their understandings. Because the curriculum models how
language can be integrated into math, the assessment should clearly demonstrate the connection
(Morrow & Gambrell, 2004). Students should be able to express their knowledge in a manner
that appeals to their learning styles, and teachers need to identify whether the literature helped
extend their thinking of the concepts. This is where assessment is beneficial for both students and
teachers; the children can explain their understanding, which demonstrates achievement and
guides future instruction, and the teachers can assess if they should continue using that piece of
Children’s Literature and Math 22
literature with that concept. If the text does not extend the students’ knowledge, shine clarity on a
topic, foster a connection with a child, or make a connection between the mathematics and the
real world, the book should be reevaluated as a piece of the curriculum.
The above process may seem daunting, but to provide the best instruction for students,
teachers need to carefully ponder how the curriculum and activities benefit the students and the
actual content matter. When effectively implemented, integrating children’s literature into the
math curriculum increases student achievement and positively influences attitudes toward the
subject (Shatzer, 2008). Students enjoy the literature and enjoy mathematics. The material
becomes relevant as students see its presence in fictitious or real-world examples, and learning
the jargon, concepts, and main ideas now serves a purpose for those students who cannot
rationalize learning about math.
Teachers can utilize a variety of professional literature to help guide their choice of
literature to use in the classroom. However, I found some more helpful than others, including one
that should be on every instructor’s shelf of professional books. Whitin and Wilde (1992)
provide countless examples of using literature to enhance mathematics teaching in their book
Read Any Good Math Lately? This book highlights children’s books according to topic,
including many examples of extension and assessment activities. They also divide the books
according to grade levels (K-2, 3-4, 5-6) to best identify which books are most appropriate for a
specific age. The information in this book is both practical and relevant, and it also explains the
theoretical base behind the benefits of using literature in the math classroom.
The following book list was compiled from the children’s books mentioned in all pieces
of literature reviewed for this paper. The chosen books hopefully span a variety of topics, units,
grades, and difficulty to best assist a teacher of any level. This is surely not a complete list of the
Children’s Literature and Math 23
useful, quality literature available, but it should provide a good base of trade books for teachers
to survey for possible use in their mathematics classrooms.
Book List
Author
Adler, David
Adler, Irvin
Adler, Irvin & Ruth
Alain, B.
Allen, Pamela
Anno, Mitsumasa
Asimov, Isaac
Axelrod, Amy
Aylesworth, James
Balain, Lorna
Ball, Johnny
Bang, Molly
Barton, Byron
Base, Graham
Berenstain, Stan and Janice
Birch, David
Bishop, Claire
Blackstone, Stella
Bogart, Jo Ellen
Bond, Michael
Brandenberg, Franz
Briggs, Raymond
Brown, Marc
Bucknall, Caroline
Burningham, John
Burns, Marilyn
Burton, Virginia Lee
Calmenson, Stephanie
Carle, Eric
Book Title
3D, 2D, 1 D
Base Five
Calculator Riddles
How Tall, How Short, How Far Away?
Roman Numerals
Mathematics
Numbers Old and New
One, Tow, Three, Going to Sea
Mr. Archimedes’ Bath
Anno’s Counting Book
Anno’s Counting House
Anno’s Hat Tricks
Anno’s Math Games
Anno’s Mysterious Multiplying Jar
Socrates and the Three Little Pigs
How Did We Find Out about Numbers?
Pigs will be Pigs
One Crow
Wilbur’s Space Machine
Go Figure! A Totally Cool Book About Numbers
Ten, Nine, Eight
The Three Bears
The Eleventh Hour: A Curious Mystery
Bears on Wheels
The King’s Chessboard
The Five Chinese Brothers
Bear in a Square
Ten for Dinner
Paddington at the Zoo
Aunt Nina and Her Nephews and Nieces
Six New Students
Jim and The Beanstalk
Hand Rhymes
One Bear All Alone
The Shopping Basket
Spaghetti and Meatballs for All!
The Greedy Triangle
Mike Mulligan and His Steam Shovel
Ten Items or Less
The Very Hungry Caterpillar
Children’s Literature and Math 24
Carolna, Philip
Carroll, Lewis
Carter, David
Charosh, Mannis
Choos, Ramona G.
Clark, Ellen
Clement, Rod
Coats, Lucy
Cohen, Donald
Crawford, Thomas
Crews, Donald
Cristelow, Eileen
Cummings, Pat
Cushman, Jean
Davis, Douglas F.
Day, Alexandra
De Paola, Tomie
De Regniers, Beatrice Schenk
Dee, Ruby
Demi
Dennis, Richard
Dodds, Dayle Ann
Drobot, Eve
DuBois, William
Duffy, Betsy
Dunbar, Joyce
Durango, Julia
Eastman, Philip
Eberts, Marjorie & Margaret Gisler
Ehlert, Lois
Eichenberg, Fritz
Elkin, Benjamin
Ellis, Julie
Emberly, Barbara
Emberly, Ed
Ernst, Lisa Campbell and Lee
Estes, Eleanor
Ewing, Susan
Falconer, Ian
Feelings, Muriel
Fey, James
Florian, Douglas
Numbers
Alice’s Adventures in Wonderland
Over in the Meadow
Number Ideas through Pictures
Straight Lines
The Ellipse
Sorting
Understanding Numbers
Counting on Frank
Neil’s Numberless World
Calculus by and for Young People
Betsy the Babysitter
Sticky Stanley
Ten Black Dots
Five Little Monkeys Jumping on the Bed
Five Little Monkeys Sitting on a Tree
Clean Your Room, Harvey Moon!
Do You Wanna Bet? Your Chance to Find Out About
Probability
There’s An Elephant in The Garage
Carl Goes Shopping
The Popcorn Book
So Many Cats
Two Ways to Count to Ten
One Grain of Rice: A Mathematical Folktale
Fractions Are Parts of Things
Minnie’s Diner: A Multiplying Menu
Money, Money, Money: Where It Comes From, How to
Save It, and Make It
The Twenty-One Balloons
The Math Wiz
Ten Little Mice
Cha-Cha Chimps
Big Dog, Little Dog: A Bedtime Story
Pancakes, Crackers, and Pizza: A Book of Shapes
Fish Eyes
Dancing in the Moon
Six Foolish Fishermen
What’s Your Angle, Pythagorus? A Math Adventure
One Wide River to Cross
The Wing on a Flea
The Tangram Magician
The Hundred Dresses
Ten Rowdy Ravens
Olivia Counts
Moja Means One: A Swahili Counting Book
Long, Short, High, Low, Thin, Wide
A Pig is Big
Children’s Literature and Math 25
Friedman, Aileen
Froman, Robert
Gag, Wanda
Gardner, Martin
Geisert, Arthur
Geringer, Laura
Giff, Patrick Reilly
Giganti, Paul, Jr.
Gisler, David
Greenes, Carole
Griest, Lisa
Grifalconi, Ann
Grossman, Virginia & Sylvia Long
Hammond, Franklin
Haskins, Jim
Hightower, Susan
Hoban, Russell
Hoban, Tana
Hooks, William
Hoopes, L. L.
Hopkins, Lee Bennett
Howard, Katherine
Hrada, Joyce
Hutchings, Amy and Richard
Hutchins, Pat
A Cloak for the Dreamer
A Game of Functions
Angles are Easy As Pie
Less Than Nothing Is Really Something
Rubber Bands, Baseballs and Doughnuts
The Greatest Guessing Game
Venn Diagrams
Millions of Cats
Perplexing Puzzles and Tantalizing Teasers
Roman Numerals I to MM
A Three Hat Day
The Candy Corn Context
Each Orange Had Eight Slices
How Many Birds Flew Away?
How Many Snails?
Addition Annie
I Can. Can You?
Jake’s Closet
Opossums in a Tree
Rebecca’s Party
The Magic Shapes
Which Hare is Where?
Lost at the White House
The Village of Round and Square Houses
Ten Little Rabbits
Ten Little Ducks
Count Your Way through Africa
Count Your Way through Canada
Count Your Way through China
Count Your Way through Germany
Count Your Way through Italy
Count Your Way through Japan
Count Your Way through Korea
Count Your Way through Mexico
Count Your Way through Russia
Count Your Way through The Arab World
Twelve Snails to One Lizard: A Tale of Mischief and
Measurement
Ten What?
Cubes, Cones, Cylinders, & Spheres
Is It Larger? Is It Smaller?
The Seventeen Gerbils of Class 4A
My Own Home
Marvelous Math: A Book of Poems
I Can Count to One Hundred…Can You?
It’s the 0-1-2-3 Book
The Gummy Candy Counting Book
One Hunter
Children’s Literature and Math 26
Hynard, Julia
Irons, Rosemary and Calvin
James, Elizabeth & Carol Barkin
Johnston, Tony
Joyce, William
Juster, Norton
Kahl, Virginia
Kasza, Keiko
Kaye, Marilyn
Keenan, Sheila
Kensler, Chris
King, Clive
Knowlton, Jack
Koscielniak, Bruce
Krahn, Fernando
Krauss, Ruth
Kredenser, Gail and Stanley Mack
Latham, Jean
L’Engle, Madeleine
Leedy, Loreen
Lenssen, Ann
LeSieg, Theo
Lewis, J. Patrick
Linn, Charles
Lionni, Leo
Long, Lynette
Luce, Marnie
Madden, Don
Martin, Bill
Mathews, Louise
Mathis, Sharon
Mayer, Mercer
McDonald, Collin
McGrath, Barbara Barbieri
McKee, Craig & Margaret Holland
McInnes, John
The Doorbell Rang
Percival’s Party
Mirror Mirror
What Do You Mean by “Average?”
Farmer Mark Measures His Pig
George Shrinks
The Phantom Tollbooth
How Many Dragons Are Behind the Door?
The Wolf’s Chicken Stew
A Day with No Math
What Time Is It? A Book of Math Riddles
Secret Treasures and Magical Measures: Adventures in
Measuring Time, Temperature, Length, Weight, Volume,
Angles, Shapes and Money
Me and My Millions
Maps and Globes
About Time: A First Look at Time and Clocks
The Family Minus
The Carrot Seed
One Dancing Drum
Carry On, Mr. Bowditch
A Wrinkle in Time
Measuring Penny
Subtraction Action
A Rainbow Balloon
Ten Apples Up on Top!
Arithme-Tickle: An Even Number of Odd Riddle-Rhymes
Estimation
Probability
Inch by Inch
Domino Addition
Infinity: What Is It?
Sets: What Are They?
Ten: Why Is It Important?
The Wartville Wizard
Monday, Monday, I Like Mondays
Ten Little Squirrels
The Eagle Has Landed
Bunches and Bunches of Bunnies
The Hundred Penny Box
Just A Mess
Nightwaves
The M&M’s Brand Color Pattern Book
The M&M’s Counting Book
The M&M’s Count to One Hundred Book
More M&M’s Math
The Teacher Who Could Not Count
Duck’s Can’t Count
Children’s Literature and Math 27
McMillan, Bruce
Merriam, Eve
Merrill, Jean
Milne, A. A.
Moncure, Jane
Moore, Inga
Morris, Ann
Mosel, Arlene
Moss, Jeffrey
Most, Bernard
Munsch, Robert
Murphy, Stuart
Myers, Walter Dean
Myller, Rolf
Nagda, Ann Whitehead
Naylor, Phyllis
Nelson, JoAnne
Nolan, Helen
Neuschwander, Cindy
O’Keefe, Susan Heyboer
Packard, Edward
Pallotta, Jerry
Eating Fractions
One, Two, One Pair!
12 Ways to Get to 11
The Toothpaste Millionaire
Pooh’s Counting Book
My Six Book
Six-Dinner Sid
Hats, Hats, Hats
Tikki Tikki Tembo
Five People in My Family
The Littlest Dinosaurs
The Paper Bag Princess
A Pair of Socks: Matching
Betcha!
Bigger, Better, Best!
Coyotes All Around
Captain Invincible and the Space Shapes
Just Enough Carrots
Leaping Lizards
The Mouse Rap
How Big Is A Foot?
Chimp Math: Learning About Time From a Baby
Chimpanzee
Tiger Math: Learning to Graph from a Baby Tiger
Polar Bear Bath
Eddie, Incorporated
Count by Twos
Half and Half
How Tall Are You?
The Magic Money Machine
Neighborhood Soup
One and One Make Two
How Much, How Many, How Far, How Heavy, How Long,
How Tall is 1000?
Mummy Math: An Adventure in Geometry
Sir Cumference and the Isle of Immeter
Sir Cumference and the Sword in the Cone
One Hungry Monster
Big Numbers: And Pictures That Show How Big They Are!
Apple Fractions
Hershey’s Chocolate Math from Addition to Multiplication
Hershey’s Milk Chocolate Weights and Measures
Reese’s Pieces Count by Fives
The Icky Bug Counting Book
The Hershey’s Kisses Multiplication and Division Book
The Hershey’s Kisses Subtraction Book
The Hershey’s Milk Chocolate Fractions Book
Twizzlers Percentages Book
Children’s Literature and Math 28
Papy, Frederique
Phillips, Jo
Pienkowski, Jan
Pinczes, Elinor
Reed, Mary & Edith Osswald
Rees, Mary
Reimer, Luetta & Wilbert
Ritchie, Alan
Romano-Young
Rosen, Sidney
Russo, Marisabina
Rylant, Cynthia
Samton, Sheila
Scarry, Richard
Schwartz, David
Scieszka, Jon & Lane Smith
Selfridge, Oliver
Sendak, Maurice
Serfozo, Mary
Seuss, Dr.
Shapiro, Arnold
Sheppard, J.
Shotwell, Louisa
Shub, Elizabeth
Simon, Seymour
Sitomer, Mindell
Slobodkina, Esphyr
Smith, David
Smucker, Barbara
Srivastava, Jane
Stevens & Crummel
Tang, Greg
Thaler, Mike & Jerry Smath
Thompson, Lauren
Tompert, Ann
Twohill, Maggie
Ulmer, M.
Viorst, Judith
Twizzlers Shapes and Patterns
Graph Games
Exploring Triangles
Sizes
A Remainder of One
Inchworm and a Half
One Hundred Hungry Ants
Numbers
Ten In A Bed
Mathematicians Are People Too
Erin McEwan, Your Days Are Numbered
Small Worlds: Maps and Map-Making
How Far Is A Star?
The Line-up Book
Henry and Mudge: The First Book
On the River
Richard’s Scarry’s Best Counting Book Ever
How Much Is a Million?
If You Made a Million
Millions to Measure
Math Curse
Fingers Come in Fives
One Was Johnny
Who Wants One?
One Fish, Two Fish, Red Fish, Blue Fish
The 500 Hats of Bartholomew Cubbins
Squiggly Wiggly’s Surprise
The Right Number of Elephants
Roosevelt Grady
The Twelve Dancing Princesses
Einstein Anderson, Science Sleuth
How Did Numbers Begin?
Zero Is Not Nothing
Caps for Sale
If The World Were A Village: A Book About the World’s
People
Selina and the Bear Paw Quilt
Number Families
Spaces, Shapes and Sizes
Statistics
Cook-A-Doodle-Doo!
Math Potatoes: Mind-Stretching Brain Food
Seven Little Hippos
One Riddle, One Answer
Grandfather Tang’s Story: A Tale Told with Tangrams
Superbowl Upset
Loonies and Toonies: A Canadian Number Book
Alexander Who Used to Be Rich Last Sunday
Children’s Literature and Math 29
Wadsworth, Olive
Wahl, John and Stacey
Walsh, Ellen Stoll
Walton, Rick
Watson, Clyde
Weiss, Malcom
Wells, Robert
Wells, Rosemary
Wildsmith, Brian
Williams, Vera
Wiseman, B.
Wood, Audrey and Don
Wulffson, Don L.
Wylie, Joanne
Zarro, Richard
Zaslavsky, Claudia
Ziefert, Harriet
Zimelman, Nathan
Earrings!
The Tenth Good Thing About Barney
Over in the Meadow
I Can Count the Petals of a Flower
Mouse Count
House Many, How Many, How Many
Binary Numbers
Six Hundred Sixty-six Jellybeans! All That?
Solomon Grundy Born on Oneday
Can You Count to A Googol?
Is A Blue Whale The Biggest Thing There Is?
Bunny Money
One, Two, Three
A Chair for My Mother
Morris Goes to School
Piggies
More Incredible True Adventures
A More or Less Fish Story
Do You Know Where Your Monster Is Tonight?
How Many Monsters?
The King of Numbers
Count on Your Fingers African Style
A Dozen Dogs: A Read-and-Count Story
How The Second Grade Got $8,205.50 to Visit the Statue of
Liberty
Children’s Literature and Math 30
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