Broadening Mathematics Curriculum: Linking Children’s Literature to Mathematics

DiscoverArchive/Manakin Repository

About  |  Login

Show simple item record

dc.contributor.author Osborne, Sarah
dc.date.accessioned 2011-10-03T21:38:52Z
dc.date.available 2011-10-03T21:38:52Z
dc.date.issued 2011-06-15
dc.identifier.uri http://hdl.handle.net/1803/4931
dc.description Teaching and Learning Department capstone project en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject Using literature in mathematics en_US
dc.subject.lcsh Mathematics -- Study and teaching en_US
dc.subject.lcsh Children's literature in mathematics education en_US
dc.title Broadening Mathematics Curriculum: Linking Children’s Literature to Mathematics en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DiscoverArchive


My Account