RM Winter 2017 FINAL

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Reading Matters
Teaching Matters
Reading Matters | Volume 17 • Winter 2017 | | |41|
Connecting children’s literature to mathematics instruction is
beneficial for a variety of reasons. It helps promotes critical thinking
and links mathematical ideas to students’ personal experiences
(Murphy, 2000), accommodates children with different learning
styles (Gardner, 2000; Murphy, 2000), and provides a context for
learning mathematical concepts (Jacobs & Rak, 1997). Additionally,
children’s books can be used to introduce manipulatives, inspire
creative mathematical experiences, pose interesting scenarios for
mathematics, and develop/review mathematical concepts and
skills (Welchman-Tischler, 1992). Whitin &Whitin (2004) suggest
that students who are more language-oriented are more likely
to learn mathematics when it is connected to language arts as it
centers on their linguistic style of learning. Further, integrating
literature and mathematics can develop a more positive classroom
environment and improve student attitudes toward mathematics
(Mink & Fraser, 2005). Children’s literature is a valuable strategy to
assist the teaching and learning of mathematics, but it is important
to maintain the integrity of the curriculum (Perger, 2004).
Using children’s books allows mathematical and language
skills to develop together while enriching the learning
experience and increasing students’ engagement. For teachers
who are not familiar with specific books that are relevant to
teaching specific mathematical concepts, however, the idea
of tracking down useful materials is somewhat daunting.
This article provides ideas for integrating children’s literature
into mathematics instruction. We will present a group of
children’s books, including references and summaries of each,
and a series of mathematics activities to accompany each.
Integrating children’s literature into
mathematics instruction
Some have suggested methods for integrating literature into
math instruction. Courtade, Lingo, Karp andWhitney (2013)
posit that students with learning difficulties or English learners
benefit from integration of children’s literature because it
provides context and relationship to real life situations that fosters
engagement and motivates students to persevere in problem
solving efforts. They suggest four steps for planning to integrate
literature into math instruction. Choosing the text based on the
standard(s) and students’ interest is the first step. Then, identify
key vocabulary and concepts to be emphasized during instruction.
Choose concrete examples and develop the instructional plan,
and, finally, decide on the assessment that will be used.
Hintz and Smith (2013) suggest a three-step method for
planning to integrate literature into mathematics instruction, a
plan that they call “mathematizing books” (p.103). They begin
with “choosing a book to read aloud” (Hintz & Smith, p.105).
The second step is the actual reading aloud of the book with
discussion and questioning. The final step suggested by Hintz
and Smith is to extend the text by having students write or
illustrate a response to the text or participate in some other
related activity or discussion. A “Planning Sheet for Mathematizing
Books in Three Easy Steps” (p.104) is included in their article.
Marilyn Burns (2016) suggests that children’s literature is
one way to develop children’s background knowledge for
mathematics instruction. Reading books aloud provides context
and real-life application of mathematics concepts. Her “Step-by-
Step Lesson” process begins with reading a text aloud. After that,
she suggests planning for discussion about counting, addition
and subtraction, and comparing numbers. Other steps include
planning for graphing, using manipulatives, working with
partners, extending the lesson, and finally a closure activity.
Summaries and activities
The following are ideas for using specific texts for building
children’s mathematic skills. We start by summarizing two series
of literature that can be read-aloud to children at the beginning
of lessons. Then, we have included summaries of several trade
books and ideas for teaching related math skills including
division, geometric shapes, fractions, linear measurement, etc.
MathStart
There are two series that provide a good “jumping off”
point for teachers who are in the early stages of using literacy
to teach mathematics. The first is the MathStart series of
approximately 60 books published by Harper Collins Publishers
and distributed through the Scholastic Corporation. Each
book is written by Stuart J. Murphy and illustrated by a variety
of illustrators. Topics are broken into three levels and cover
various mathematics concepts such as division, comparing,
regrouping, addition, subtraction, capacity, geometric shapes,
linear measurement, calendars, etc. On the back cover of each
book is a section entitled “For Adults and Kids”with helpful
hints for activities for parents and teachers to complete with the
learners. This section combines suggested activities for literacy
skills (e.g., retelling the story using descriptions, sequencing
events, discussing settings, etc.) with mathematics skills (e.g.,
using math vocabulary, drawing symbols to represent specific
numbers, comparing numbers and locations within the story,
etc.). In addition, some activities address higher levels of thinking
by asking “if/then” questions (i.e., “If you did this, then what
would happen?”), presenting scenarios in which students solve
problems, having students act out solutions, or relating the
Using Children’s Literature and Trade Books for
Mathematics Instruction
By Elizabeth Lee Johnson and Elizabeth H. Brinkerhoff
University of South Carolina Beaufort