See Also Concept Books, Counting Books and Mathematics
There has been a very strong trend in the education world recently toward
the creation of integrated curricula. Rather than segmenting education
into distinct subjects, teachers are encouraged to present material in an
interrelated context. In general, educators agree with this approach.
However, frequently teachers raise a question as to how one can join
together language arts and mathematics. As it turns out, linking literacy
and math instruction is relatively easy to do and can be extremely
effective.
First, to dispel any misconceptions, there is no suggestion that math
should be taught only through children's literature Carol Hurst's Literature
Pages (Hurst, 1996).
There are many ways to teach mathematics effectively. The use of hands-on
manipulative approaches to mathematics is extremely valuable for children,
both in elementary school and in upper grades. The use of literature is
yet another approach teachers can use in providing their students with
varied experiences with mathematics. It should not be overused any more
than it should be underused. Not every book is meant for mathematics.
Books should not be "twisted" (Hurst, 1996) in order to suit math
instruction purposes.
Using literature in math instruction has several advantages. As one
California teacher put it, "unlike traditional math instruction,
literature speaks to the heart of the child" (Spann, 1992). Literature
provides a way for children to make mathematics learning much more
personal. Research has shown that children learn material best when it
has meaning and usefulness for them. Literature is a way to give math
meaning. David Whitin states that, "Using math-related children's
literature can help children realize the variety of situations in which
people use mathematics for real purposes" (1994). The literature can help
children see how math will be useful to them in the "real world."
One of the major elements of mathematics instruction emphasized in recent
years has been to teach children problem solving skills. Literature is a
marvelous tool for supporting problem solving learning. The books act as
word problems, but they are word problems with some interest to children.
A wonderful example of a book that can be used in this way is Pat
Hutchins' The Doorbell Rang. The children in the book have a batch
of cookies they are trying to divide among themselves. As the story
progresses, more and more friends arrive. They must continually figure
out how many cookies each person gets. Sharing cookies is a situation
with which all school children can relate and it makes the division
problem very real.
Mary Beth Spann makes several suggestions about how teachers should go
about selecting books to use in the teaching of mathematics (1992). First
of all, she says that teachers must develop their understanding of what
math concepts children at their grade level need to be developing. This
knowledge serves as a foundation. Teachers should then begin sharing
books with the children that they enjoy and that interest them. Once the
children are hooked on the books, then teachers must take advantage of the
teachable moments.
In his article "Literature and Mathematics in Preschool and Primary: The
Right Connection," David Whitin presents many different teachable moments
that occur within the course of a regular day which are related to
children's literature (1994). Calendar time, birthdays, daily schedules,
attendance and lunch count are all daily activities which Whitin says are
overflowing with math concepts. There is a vast array of children's
literature which supports these areas of the children's day at school.
Obviously, integrating children's literature and math is not a diffcult
task. There has been a great number of articles written on the subject to
support teachers in developing these skills. Many of the professional
magazines, including Instructor and Teaching Pre-K-8 include
tips on books and activities. There is also an unlimited number of
resources on the Internet. One particularly huge web site is Eisenhower
Clearinghouse which provides access to hundreds of various other
sites concerning children's literature and mathematics.
Conaway,
Betty and Midkiff, Ruby Bostick. "Connecting Literature,
Language and Fractions" in Arithemtic Teacher, v41, n8,
p430-34, April 1994.
Burns, Marilyn and Tank, Bonnie. A Collection of Math
Lessons--From Grades 1 Through 3 Math Solution Publications,
1988.
Curcio, Frances R. et al. "Links to Literature: matheamtics
and Poetry; Problem Solving in Context" in Teaching Children
Mathematics, v1, n6, p370-74, February 1995.
Griffiths, Rachel and Clyne, Margaret. Books You Can Count
On-Linking Mathematics and Literature Heinemann, 1991.
Hopkins,
Lindy. "Links to Literature; Popping Up Number
Sense" in Teaching Children Mathematics, v2, n2, p82-86, Oct.
1995.
Karp, Karen. "Exploring Estimation through Children's Liteature"
in Arithmetic Teacher v41, n8, p436-41, April 1994.
Raymond,
Anne M. "Engaging Young Children in Mathematical Problem Solving;
Providing a Context with Children's Literature" in Contemporary
Education, v66, n3, p172-73, Spring, 1995.
Richardson, J. J. &
Morgan, R. F. Reading to Learn in
the Content Areas Belmont, CA: Wadsworth Publishing, 1997. Includes
excellent bibliographies.
Thraikill, Colleen. "Math and Literature; A Perfect Match" in
Teaching-Pre-K-8, v24, n4, p64-65, January 1994.
Whitin, David J. "Explore Mathematics Through Children's
Literature" in School Library Journal, v38, n8, p24-28,
August 1992.
Whitin, David J. and Gary, Cassandra. "Promoting
Mathematical Explorations through Children's Literature" in Arithmetic
Teacher, v41, n7, p394-99 March 1994.
Whitin, David J. "Literature and Mathematics in Preschool and
Primary; The Right Connection" in Young Children, v49, n2, p4-11,
January 1994.
Return to:
Math
Picture Books
Elementary Resources/Children's Lit
