RM Winter 2017

Using Children’s Literature and Trade Books for Mathematics Instruction

By Elizabeth Lee Johnson and Elizabeth H. Brinkerhoff University of South Carolina Beaufort

Reading Matters Teaching Matters

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

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

Reading Matters | Volume 17 • Winter 2017 | scira.org | scira.org | 41 |

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