Relating Literature to Mathematics' Better Understanding

By reading stories in which results were prominently featured, children became both interested and invested in firmness of purpose mathematical problems of estimation and probability as well as in tasks involving collecting, sorting, classifying, displaying and interpreting data.

For example, the children all read a have got entitled, "The wolf down's Chicken Stew," in which the number 100 was repeatedly mentioned, e.g., the Wolf made 100 pancakes; he bought 100 doughnuts, etc. base on the story, the children decided to make a book of the class' preferent foods, a process that required them to trammel how 40 students could acquire a book of exactly 100 pages. Figuring this prohibited allowed children to work with part-whole relationships for 100.

Other tasks derived from the book and in which children participated included: interviewing batch (for homework) and recording their favorite foods, predicting the height of 100 pancakes, and counting the hot chocolate chips in 100 cookies. Based on her observations of children's thinking and action in the various tasks involving 100, Schneider (1995) concluded that:

Children's literature can be used to create activities that foster children's thinking. (p. 552)

Other benefits were said to be the facilitation of mathematical reasoning, building math power, and creating a non-threatening and cooperative class environment.

The story was about a girl's birthday party with nine good guests and one who was a "little devil." The class was asked to think about the information contained in the story which they could use to make graphs.

Working in collaborative groups, students produced a variety of different graphs. Grummer (1995) reported that this method of tenet children how to construct and communicate with graphs via literature was so successful that it served as a grounding for increased encyclopaedism through and throughout the year. Indeed, learning was so substantial that children were able, by the end of their first groom year, to engage in data exploration and reporting in graphic form for social studies and health issues.

In devote to boost children's knowledge of historical issues around this time--especially the matter of slavery--while concurrently keeping them involved in the mathematics of quilt-making, several another(prenominal) quilt-related stores were read to students. These included, "Sweet Clara and the Freedom Quilt," and "Aunt Harriets's Underground railroad track in the Sky."

5. The book supports the art of problem-solving.

Curcio, R.F., Zarnowski, M. & Vigliarolo, S. (1995). Mathematics and poetry: fuss solving in context. inform Children Mathematics, 1(6), 370-374.

Smith, J. (1995). Threading mathematics into social studies. Teaching Children Mathematics, 1(7), 438-444.

The book is entitled, "Ten Black Dots," and introduces children to the numbers 1 through 10 using rhyming text that focuses on wide-eyed everyday objects. Weinberg (1996) reports that this book engaged children's interest and served as the foundation for several diverse math operations including calculating how some(prenominal) dots would be needed to create their individual books if each number of dots from 1 to 10 appeared only one time. Also, children were required to determine the number of dots needed for all students in the class to spot their individual books.

of literature as a means of he
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