EMTH 215
September 20, 2001
What we will try to do in class today.
USING CHILDREN'S LITERATURE IN THE TEACHING/LEARNING OF MATHEMATICS
There are many excellent children's stories that can be used effectively to develop just about any mathematical concept.
If and when you begin to compile a collection of good children's stories to use in the teaching/learning of mathematics you may want to follow this guide:
Author, date, name of story, publishing information
Summary of story
Grade level of suitability
A. interest level of story
B. mathematics level of story
Mathematics content in story
Curriculum integration
How you would use the story
What children will do in response to story
In groups, read examples of children's literature that
pertain to early number work. Discuss the mathematics of the story. Discuss the story itself. Is it interesting?
Would it capture children's interest? Is it a worthwhile story? Select one story per group. Read this story to
the class and say how you would use the story to teach math.
There are a number of very good full text articles available through the University of Regina library.
Go to the U of R Library.
Click on journals, indexes, and abstracts.
Click on subject.
click on Education.
Now go to ProQuest Education Complete, click on advanced search and enter children, literature, and mathematics--you will get about 68 titles, some full text, some abstracts only.
Here are some examples of what you will find:
Math Links: Teaching the NCTM 2000 Standards through
Children's Literature
School Library Journal; New York; Aug 2001; Barbara Auerbach;
Volume:
47
Issue:
8
Start Page:
214
ISSN:
03628930
Subject Terms:
Nonfiction
Mathematics
Standards
Childrens literature
Personal Names:
Evans, Caroline W
Leija, Anne J
Falkner, Trina R
Blackmore, Cherie
Abstract:
EVANS, Caroline W.,Anne J. Leija, &Trina R. Falkner. Math Links: Teaching the NCTM 2000 Standards through Children's
Literature. illus. by Cherie Blackmore. 309p. bibliog. index. Libraries Unlimited/Teacher Ideas. 2001. pap. $32.50.
ISBN 1-56308787-1. LC number unavailable.
Full Text:
Copyright Cahners Business Information, a division of Reed Elsevier, Inc. Aug 2001
EVANS, Caroline W.,Anne J. Leija, &Trina R. Falkner. Math Links: Teaching the NCTM 2000 Standards through Children's
Literature. illus. by Cherie Blackmore. 309p.
bibliog. index. Libraries Unlimited/Teacher Ideas. 2001. pap. $32.50. ISBN 1-56308787-1. LC number unavailable.
This invaluable book links national math standards with picture books and folktales published primarily within
the last five years. Topics covered include numbers and operations, algebra, geometry, measurement, data analysis
and probability, problem solving, and reasoning and proof. There are generally three to four lessons per unit,
each focusing on a different book. Rosemary Wells's Bunny Money inspires small group role-playing after which youngsters
describe their own shopping sprees, creating money problems along the way. After reading Janet Stevens's Tops and
Bottoms, students learn that fractions, too, have tops (numerators) and bottoms (denominators).
Each lesson includes a time frame, list of materials, required transparencies, and step-by-step instructions. Additional
activities encourage primary-grade children to apply their newfound knowledge and share their discoveries. There
are also recommendations for assessing student learning and extending the lesson to other areas of the curriculum
such as language arts or social studies. The ideas are creative and incorporate manipulatives, art, research, and
writing. There are also adaptations for auditory, motor, visual, and secondlanguage special needs. Libraries will
want to stock up on the cited titles so that teachers can make the most of this useful resource.-Barbara
Auerbach, New York City Public Schools.
Reading in the math class: selecting and using picture
books for math investigations
Young Children [H.W. Wilson - Educ]; Jul 2001; Thatcher, Debra H.;
Volume:
56
Issue:
4
Start Page:
20-6
Page Count:
0
Document Type:
Bibliography
Source Type:
PERIODICAL
ISSN:
00440728
Subject Terms:
Picture books for children/Bibliography
Mathematics/Teaching/Primary grades
Children's literature/Correlation with other subjects
Mathematics/Correlation with other subjects
Abstract:
Advice on using high quality children's books in the math curriculum is provided. When choosing books for math
class, educators should decide whether they would read this book to the children even if it was not being used
for a math lesson, whether the book stimulates curiosity and a sense of wonder, whether the book is meaningful
to children, whether the math connections are natural, and whether the information is accurate. Three ways that
early childhood educators can stimulate children's questions are to select a good book and pose natural mathematical
questions, use both fiction and nonfiction books, and ask "what if" questions. In addition, early childhood
educators should remember to read books first for pleasure, choose activities that are open-ended, look for both
fictional and informational texts, model a sense of wonder, and beware of the use of KWL charts.
The Changing Mathematics Curriculum: An Annotated Bibliography
Teaching Children Mathematics; Reston; May 2001; Bob Schulz;
Volume:
7
Issue:
9
Start Page:
550-551
ISSN:
10735836
Subject Terms:
Nonfiction
Bibliographic literature
Mathematics education
Curricula
Abstract:
"The Changing Mathematics Curriculum: An Annotated Bibliography" is reviewed.
Full Text:
Copyright National Council of Teachers of Mathematics May 2001
The Changing Mathematics Curriculum: An Annotated Bibliography, 1st ed., 2000. 36 pp., small quantities free, paper.
K-12 Mathematics Curriculum Center, Education Development Center, 55 Chapel St., Newton, MA 02458-1060, (800) 332-2429,
www.edc.org/mcc.
This booklet is an annotated bibliography of 120 articles related to standards-based mathematics curriculum reform.
It is designed as a resource for those interested in learning more about standardsbased instructional materials,
especially those considering the implementation of a mathematics curriculum based on the NCTM's Standards. The
articles are divided into sections that clarify what is different about the new curricula, demonstrate the impact
of the new curricula, discuss professional development, and deal with the challenges of implementation.
The majority of the articles focus on developing and implementing thirteen comprehensive programs based on the
NCTM's Standards, with each program represented by at least two articles. About half the articles focus on three
programs, Everyday Mathematics at the University of Chicago (K-6); the Contemporary Mathematics in Context,CorePlus
Mathematics Project (9-12); and the Interactive Mathematics Program (IMP) (9-12).
A strength of this booklet is that the reader who just reviews the abstracts and annotations will have a rudimentary
understanding of the key elements of the mathematics
Standards developed by NCTM and the challenges that need to be overcome for implementation. The articles cover
both research and classroom practice.
I recommend this booklet as an excellent starting point and ready reference to anyone involved with selecting mathematics
materials, even in states like California, where the standards vary greatly from the NCTM's Standards.-Bob Schultz,
Eureka Union School District, Granite Bay, CA 95746.
The most magnificent strawberry shortcake
Teaching Children Mathematics; Reston; May 2001; Jorie Borden; Elsa Geskus;
Volume:
7
Issue:
9
Start Page:
538-541
ISSN:
10735836
Subject Terms:
Mathematics education
Elementary school students
Teaching
Childrens literature
Abstract:
A mathematics activity for elementary school children, which utilizes children's literature, is presented.
Full Text:
Copyright National Council of Teachers of Mathematics May 2001
The phenomenal resurgence of children's literature in the marketplace has allowed teachers to help their students
construct new knowledge by fostering the love of literature while teaching skills and knowledge. Principles and
Standards for School Mathematics (NCTM 2000) recommends connecting mathematics with the real-world experiences
of children. The authors chose Cook-a-Doodle-Doo! (Stevens and Crummel 1999) to provide students with opportunities
for problem solving, estimating, predictive reading, and enjoyable eating.
Posing the Problem
This children's book builds on the reader's prior knowledge of The Little Red Hen and the cast of characters that
would not help the Little Red Hen bake bread. In Cook-a-Doodle-Doo! the Big Brown Rooster has found his great-granny's
cookbook and wants to make something delicious to eat-her famous strawberry shortcake dessert. He seeks assistance,
but Dog, Cat, and Goose are not interested. To his amazement, Turtle, Iguana, and Potbellied Pig are ready to help
create the dessert. The characters begin reading the recipe. Flour is the first ingredient. Iguana runs outside
and picks a petunia; thus begins the exploration of everyday language and mathematical terms within a story context.
Eventually, through teamwork, the strawberry shortcake is created for all to enjoy.
Preparing for the problem-solving afternoon with twenty-four third graders required gathering materials for the
lesson. The authors supplied the following materials: one 16-inch pizza pan covered in foil, two large containers
of whipped cream, six containers of frozen strawberries, and thirty individual shortcakes baked in cupcake papers.
The teacher pointed out the high round top on the shortcakes, and the ensuing discussion focused on how to keep
the whipped cream and strawberries on the shortcake. The children suggested cutting the top off so that each shortcake
would have a flat top; the teacher did so before the sample shortcake was built.
After reading the story to Joan Wood's thirdgrade classroom in District-Topton Elementary School in Topton, Pennsylvania,
we posed a problem to the children. What were some of the difficulties that the characters had in creating the
strawberry shortcake? The students responded by citing the language problems, for instance, that a ruler was used
instead of a measuring cup when measuring the flour. We reviewed what the characters learned: "If you mess
up, do it again," "Help friends," and "Share and work as a team."
We explained that the students were to work as a team to solve a problem, just as the book's characters had to
do. We demonstrated how to create one individual shortcake using 1/4 cup of whipped cream and 1/3 cup of strawberries.
We also had a circular pan covered in foil. Our concern was how to cover the pan with shortcakes to make the most
magnificent shortcake ever; but we did not know how many shortcakes could fit on the pan, how much whipped cream
would be needed for all the shortcakes, or how many strawberries would be needed for all the shortcakes that covered
the tray.
The children were assigned to work in groups of six, each with a specific role of leader, supplier, recorder, artist,
spokesperson, or board recorder. The groups were shown the circular pan (16 inches in diameter). The dimensions
of the tray were not given to the children. The teacher built one shortcake with 1/4 cup of whipped cream and 1/3
cup of strawberries. As the tray was passed to the groups, the questions were restated: How many shortcakes will
fit on the tray to fill it, and how many cups of whipped cream and strawberries will we need?
Solving the Problem
Children were assigned responsibilities within the groups-materials handler, cheerleader, and recorder. A chart
to collect the data for each group of turtles, iguanas, roosters, and pigs was placed on the chalkboard. The chart
displayed construction-paper figures of the animals so that the children would know where to place their group's
answers. The groups were required to report their findings on the number of shortcakes needed to fill the tray,
the number of cups of whipped cream needed to cover the shortcakes, and the number of cups of strawberries needed
to top the shortcakes.
The discussion of one group focused on how the members would be helped if they knew the size of the tray. The students
found rulers and worked together to agree on where they should measure. They measured across the sample shortcake
and then attempted to draw a shortcake of that size on a paper drawing of the circular pan (fig.1). They used the
measurement of the ruler and taped construction paper together to make a surface large enough to create a paper
version of the circular pan. They then drew shortcakes of similar size until their estimate was 24 (fig. 2).
Two other groups, working independently of each other, found drinking cups that when held above the sample shortcake
seemed to be a good match in size (fig. 3). They then placed cups on the tray until it was covered and used that
number as their estimate of the number of shortcakes that would be needed (fig. 4). Interestingly, one group forgot
to count the sample shortcake in its total, thus lending another opportunity for problem solving when reviewing
the chart.
The more complex problem solving began with attempts to figure out how much whipped cream was needed. The students
knew that 1/4 cup was the amount needed for one shortcake. One group, with some teacher direction, made a numbered
list from 1 to 21. Eventually, the students figured out that they needed four increments of 1/4 to equal 1 cup.
Someone suggested that they could count by fours on the number grid. They circled groups of four and then counted
the number of groups. They had five groups of 4 and 1 left over. Some students were confused about how to describe
the remaining piece numerically. Some students saw this piece as being an additional 1/4 cup, whereas others saw
it as an additional cup. Eventually, they decided that 5 1/4 cups of whipped cream would be needed.
Another group, also using plastic drinking cups, decided to remove the cups from the tray in groups of four and
to stack the cups in towers of four. Once that job was completed, they observed how many towers of four and leftovers
were on the table. Each tower equaled 1 cup, since 1/4 was counted four times. This approach solved their measurement
for the whipped cream.
Members of a third group took out counters and grouped them by fours until they reached the number of shortcakes
that they had estimated (fig. 5). Members of the fourth
group, who made a paper drawing, counted off by fours, making a mark on each circle as they found the total number
of cups.
Once the whipped cream total was decided, each group seemed to find a quicker solution for the strawberries. Since
1/3 cup of strawberries was the amount in the recipe,the children adjusted their thinking from fourths to thirds.
The stacked cups were stacked into towers of threes, the counters were redistributed by threes, the number-line
group circled the numbers attained when counting by three, and the paper-drawing group chose another mark to group
their circles.
Sharing Solutions
As the children found answers to the posed questions, the board recorder recorded the best estimates on the chalkboard
chart (fig. 6). After each group had completed its responses, an actual-count column was added to the chalkboard
for comparison. The number of shortcakes suggested by the children was close to the actual count. The group counts
were 27, 21, 20, and 25, with 24 being the actual number needed. The children's findings for the quantities of
strawberries and whipped cream were also close to the actual amounts needed. The whipped cream estimates ranged
from 5 to 6 3/4 cups, with an actual count of 6 cups. The actual quantity of strawberries was 8 cups, with the
children's answers ranging from 6 2/3 to 9 cups.
Also, at this time, the groups that had finished filling in the chart on the chalkboard were called up to the "kitchen"
to prepare a shortcake with the appropriate measure of whipped cream and strawberries until the tray was completely
covered (fig. 7). The spokesperson for each group was asked to review the group's solution of the problem and the
estimates that its members had made.
After eating the shortcakes, the children were asked why they thought that their answers were less than the actual
totals. They suggested that the drinking cups could not be "smooshed," whereas the shortcakes could be
bumped right up against one another without leaving any holes.
In summary, the reports revealed that each group contained at least one child who had a good understanding of fractional
parts and the relationship of the parts to the whole. That child led the others to understand how the total amount
of whipped cream and strawberries could be determined. The discussion was intense, the probable avenues to a solution
of the problem were explored, and an appropriate rationale was established by each group. The classroom teacher
was very pleased with the children's attempts to work toward a solution, their explanations of the process, and
their teamwork during the afternoon activity.
[Reference]
National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.:
NCTM, 2000.
Stevens, Janet, and Susan Stevens Crummel. Cook-a-DoodleDoo! New York: Harcourt Brace & Co., 1999.
[Author note]
Jorie Borden, borden@kutztown.edu, teaches at Kutztown University, Kutztown, PA 19530. Borden enjoys teaching undergraduate
and graduate language arts and children's literature courses and believes that integrating the curriculum to meet
all learners' needs is important. Elsa Geskus,geskus@kutztown.edu, teaches undergraduate and graduate mathematics
methods and assessment courses at the same university.
[Author note]
Edited by Elsa Geskus, geskus@kutztown.edu, Kutztown University, Beekey Building, Kutztown,-PA 19530. Readers are
encouraged to share experiences using children's books with Teaching Children Mathematics. Please send such descriptions
to "Links to Literature," NCTM, 1906 Association Drive, Reston, VA 20191-9988.
The Wonderful World of Mathematics; A Critically Annotated
List of Children's Books in Mathematics, 2nd Ed. Mathematics Teaching in the Middle School; Reston; Jan 2001; Nadine
Priest;
Volume:
6
Issue:
5
Start Page:
332
ISSN:
10720839
Subject Terms:
Childrens literature
Mathematics education
Nonfiction
Bibliographic literature
Personal Names:
Thiessen, Diane
Mathias, Margaret
Smith, Jacquelin
Abstract:
"The Wonderful World of Mathematics: A Critically Annotated List of Children's Books in Mathematics, 2nd Ed."
by Diane Thiessen, Margaret Matthias and Jacquelin Smith is reviewed.
Full Text:
Copyright National Council of Teachers of Mathematics Jan 2001
THE WONDERFUL WORLD OF MATHEMATICS; A CRITICALLY ANNOTATED LIST OF CHILDREN'S KOS IN MATHEMATICS, 2ND ED. Diane
Thiessen, Margaret Mathias, and Jacquelin Smith, 1998. xi + 355 pp., $29.95 paper. ISBN 0-87353-439-5. National
Council of Teachers of Mathematics, 1906 Association Dr., Reston, VA
20191-9988, (800) 235-7566.
The Wonderful World of Mathematics is an annotated list of children's books that involve mathematics. It is organized
from simple to complex topics, beginning with "Early Number Concepts," followed by "Number,"
"Measurement," "Geometry," and "Spatial Sense."
Using children's literature in the mathematics classroom is becoming more popular, but teachers need a concise
listing, such as this one, to narrow the search through the wide ' selection of children's books. This publication
even lists highquality out-of-print books that may be available in some areas.
Each listing contains the author, title, publisher, copyright date, ISBN, grade level, and price for hardback and
paperback editions. The listing notes whether a selection covers single or multiple concepts and includes a brief
paragraph summarizing each book.
This book is a valuable tool for preservice and in-service elementary school teachers. It could also be used in
making lists for parents who wish to enhance their children's education at home. I found the listings ideal for
recommending books on certain topics at workshops and mathematics conferences.-Nadine Priest, Scott Middle School,
Fort Knox, KY 40121.
Read any good math lately? Teaching Children Mathematics
[H.W. Wilson - Educ]; Feb 2000; Goodman, Shari; Rigdon, Deanna; Raleigh, Jolyn;
Volume:
6
Issue:
6
Start Page:
382+
Page Count:
0
Document Type:
Feature Article
Source Type:
PERIODICAL
ISSN:
10735836
Subject Terms:
Mathematics/Correlation with other subjects
Children's literature/Correlation with other subjects
Mathematics/Activities
Mathematics/Problem solving
Abstract:
Part of a special issue on children as mathematicians. Mathematics activities for the month of February are provided.
They are based on books with mathematical connections.
Finding the literature we need: a look at current bibliographies
New Advocate [H.W. Wilson - Educ]; Fall 1999; Smith, Karen Patricia; Zarnowski, Myra;
Volume:
12
Issue:
4
Start Page:
395-9
Page Count:
0
Document Type:
Bibliography
Source Type:
PERIODICAL
ISSN:
08951381
Subject Terms:
Children's literature/Selection
Bibliography/Bibliography
Abstract:
An annotated bibliography of specialized bibliographies that can be used to source children's literature for content
area study and enjoyment. Bibliographies that provide sources for Native American literature, mathematics concepts
in literature, social studies and children's books, international children's literature, literature that reflects
cultural diversity and a guide to selecting quality books for young people are discussed.
Interweaving language and mathematics literacy through
a story
Teaching Children Mathematics; Reston; May 1999; Jacqueline Harris;
Volume:
5
Issue:
9
Start Page:
520
ISSN:
10735836
Full Text:
Copyright National Council of Teachers of Mathematics May 1999
Programs that promote literacy development in the early grades, kindergarten through grade 2, are of prime interest
to educators, particularly when they are also effective for ESL students. With interest, then, I talked with Silvana
Bozzato, a kindergarten teacher at Our Lady of Victory School, set in a multicultural, downtown Toronto neighborhood.
I wanted to know if she used in her program any books with a focus on mathematics, wondering how that practice
might help students understand important mathematical concepts. Bozzato used many such books, and we agreed that
she would model one lesson in which mathematics and language were interwoven, choosing a beautifully illustrated,
lyrical story by Pat Brisson, Benny's Pennies (1993).
Making the Mathematics Connection
Benny's Pennies is a story about a young boy who has five pennies to spend. He buys for one penny each a rose,
a cookie, a paper hat, a bone, and a fish. When he arrives back home, he gives his purchases to his family. His
mother receives the rose; his brother, the cookie; his sister, the hat; the family cat, the fish; and the family
dog, the bone.
With literacy and mathematical outcomes in mind, Bozzato carefully planned her introduction to the book. She gathered
props based on the story, such as roses, cookies,hats, bones, fish, and pennies, but the props had numerous variations.
She chose roses of several sizes but of the same color. The cookies-chocolate chip-differed in size and shape.
Hats of different sizes, shapes, and materials; two fish, one plain and one with rainbow-colored scales; and two
bones of different sizes, one with three spots, completed the list. Two containers each held five pennies. In addition,
Bozzato had prepared labels with the name of each prop: cookie, hat, rose, bone, fish, and penny (see fig. 1).
The Lesson: Questioning and Scaffolding Ideas
Bozzato placed the props on a table with a window backdrop (see fig. 1) and asked small groups of students to examine
the items. The students, familiar with this type of activity, went silently to look at the props, occasionally
whispering and pointing out interesting details and characteristics of some of the objects and anticipating questions
that the teacher might ask in a whole-class discussion. After all students examined the items, Bozzato began questioning
the class, starting with their recall of details.
Teacher: I want you to close your eyes for a minute and try to remember . . . some or all of the things you saw
on the table... words or objects....
Shanice: Cookies.
Teacher: Do you remember how many cookies?
Shanice: More than one.
Alessia: Five.
Teacher: Five! Good for you. Are the cookies all the same size?
The class: No.
Teacher: No? What sizes did you see?
Christopher: Big, short, small, medium, and large.
Teacher: Did you notice the kind of cookies?
Timothy: Chocolate chip.
Teacher: Did you notice anything else . . . the way the cookies are made?
Sheldon: Shapes.
Teacher: Shapes! Good for Sheldon. He saw shapes. What was the shape of the biggest one? The smallest? The others?
The questioning continued, with Bozzato encouraging the students to use their memories and visual cues to recall
and compare the items, distinguishing by such characteristics as size, color, shape, and material. She also asked
them to solve problems by estimating size. "Show me with your hands how long you think the stem is.... Now
show me how small you think the smaller one iswith your fingers."
The questions gave the students many opportunities to familiarize themselves, using their oral and visual skills,
with the vocabulary in the upcoming story. Specifically, they learned the descriptive and detailed words related
to the characteristics of objects, many of which are terms that are essential for the mathematical understanding
of numeration, for example, how much, how many, difference; measurement, for example, estimate, how long, size;
geometry, for example, the names of two dimensional shapes; and patterning and algebra, for example, comparing
and contrasting items. The questioning time, which included both closed and open-ended questions, allowed students
to describe particulars, make clarifications, articulate their ideas, and use their problem-solving skills. This
"scaffolding through questions" is a central part of literacy development (Heath 1986, 166), as well
as an important component of one standard developed by the National Council of Teachers of Mathematics (1989),Mathematics
as Communication.
The questioning period had been lively and anticipatory of the story to come. Bozzato next refocused the group
by passing around the two containers holding the pennies, asking them to look at the items (see fig. 2). She asked,
"What's in the container?" The students answered, "Money." She continued, "What kind of
money?" The class answered, "Pennies," and she asked again, "How many pennies?" Jordan
responded, "Five." "Is Jordan right?" she asked, and the class answered, "Yes."
Reading and Recounting the Story: Interweaving Mathematics and Language
Bozzato made a transition from the questioning to the book by telling the students that she was going to read a
story that would include all the items on the table. Next,she asked more questions, this time about the book itself,
encouraging students to predict the story from the picture on the cover, to sound out the words, and to identify
the rhyme in the title (see fig. 3).
As she began the story, Bozzato ensured that the students were following it by asking a few direct questions; for
example, after reading the first page, she asked, "Howmany pennies? New or old? How many in one hand? The
other? How many all together?" The entire class quickly counted, and the students held up their fingers to
demonstrate their answers to one another. The teacher surveyed the finger responses for accuracy before continuing.
The next illustration was of Benny's family. Bozzato had another mathematical opportunity: "How many pets
and people?" "Two pets and three people," Said Tamara. "Five," said the class. But one
student said, "Four," so Bozzato stopped. "Let's try that again," she suggested. "Let's
count the people first-one, two, three-and the petsone, two." The student counted one more time. "Five,"
she answered.
The next five sections of the book were about Benny's adventures as he spent the five pennies, one at a time. Each
section used a repetitive rhyme to help students become familiar with the text. The first section was about a rose.
Bozzato immediately sang, "How much is that rose in the window? The one with the long stem. How much is that
rose in the window? I do hope that rose is for sale," connecting the story with a familiar song, "How
Much Is That Doggie in the Window?" Students joined in as they recognized the tune. Next, she read the page
in the story, which was also on a large chart for the students to read. They read it together twice, listening
for rhymes.
" `Will you sell me a rose?' asked Benny.
`Will you sell me a rose for a penny?'
`Yes, I will,' said Mrs. Hill."
The students, now familiar with the text, began to discuss the mathematics. If Benny buys a rose for a penny, how
many pennies will he have left? "Show me with your fingers," said Bozzato. The students again quickly
produced their number sentences on their hands, using their fingers. Orally, they told her, "Five take away
one equals four." "Show me how many pennies Benny has now. Show it on the drum," suggested Bozzato,
and one student drummed four beats. "Why?" she asked, and he replied. "He gave one to Mrs. Hill."
Again, the teacher used talk to scaffold ideas and encouraged students to share the problem in various ways, with
finger counting, drumming,song, rhyme, mathematical language, and discussion.
This format was repeated for the four other items-the cookie, the hat, the bone, and the fish. The students were
totally engaged in remembering the words and tune of the song and the words, rhythm, and rhyme of the story and
in solving the mathematical problem. In addition, all the students read each verse of the story with the teacher,creating
with their fingers the number sentences 4 - 1 = 3, 3 - 1 = 2, 2 - 1 = 1, 1 - 1 = 0 and giving oral descriptions
as the story progressed. Each time, the number of remaining pennies was drummed by a child.
Reenactment and Reinventing through Drama: Continuing the Lesson
Throughout the week, Bozzato further developed this story in many ways. Students worked in small groups to read
and physically dramatize the story by using the props. This dramatizing was a handson reenactment of the mathematics
of subtraction. During these reenactments, the teacher also reviewed written number sentences to describe the
subtraction, for example, 5 - 1 = 4.
The story may also be changed-for example, by using different props-or extended-for example, by spending pennies
up to ten cents, using a nickel and making change, or selling items instead of buying them-depending on the students'
understandings and interests. Thus, students can have many opportunities to reenact and reinvent the story of spending
five pennies by reading, talking, dramatizing, singing, and writing in numbers and words.
The Home Connection
Research continues to connect student success to home involvement. Helping with homework, reading with children,
and discussing school activities are three "types of parental engagement at home that are consistently associated
with school performance" (Finn 1998, 20). With this research in mind, Bozzato organized a home book-bag program
for her students. First, she carefully chose books for certain essential elements needed for ESL and emergent readers.
In addition, before the books were taken home, Bozzato and her students interacted with the stories in numerous
ways, by reading and recounting the story through rhymes, songs, and chants; with reenactments that used props
and art; with reinventions through story changes and extensions; and with an analysis of grammar components.
Only after this intensive in-class preparation were the books sent home for independent, one-onone sharing and
writing with a parent or older sibling. The writing assignment was closely connected to the story but had, in addition,
a home component that acknowledged students' personal interests and background. For example, a student might choose
an item from home and tell a story about it by using a pattern from the book. In addition, the personal writing
was shared, with the other students and the teacher back in the classroom. Sharing their writing again acknowledged
the importance of the individual and the home for learning.
The home book bag for Benny's Pennies contained the book, a writing activity about spending a penny, and the props-a
rose, a cookie, a hat, a bone, a fish, and five pennies. Students were encouraged to retell and read Benny's Pennies
themselves, reenacting the subtraction story with the props. Parents were invited to help students as necessary,
listen to the story, and become part of the dramatization. The students then used personal props, such as a teddy
bear, a book, a package of gum, or different sums of money, to record their own stories and number sentences about
pennies. Back in class, students shared their own versions of the story with the group.
Bozzato chose the writing activity for a book bag on the basis of the child's understanding and the time of the
year. The activity could be closed or open-ended: a blank piece of paper, a classroom journal, or a specific worksheet.
Whatever the choice, Bozzato found it important to give students and their families a chance to make personal meaning
of the activity and to encourage independent thinking. For the Benny's Pennies book bag, Bozzato asked students
to complete the activity shown in figures 4-6.
Assessment
The way in which the student shares an activity can tell the teacher many things about a student's understanding
of the lesson. Some students might not understand the activity, confusing it with different work. For example,
in figure 4, Latisha clearly had tried to use a different procedure-addition-and did not understand the purpose
of the activity. She neither read the activity correctly nor wrote an appropriate number sentence to accompany
her work, which told Bozzato that Latisha needed more time and
opportunity to develop her understanding of the ideas presented in the lesson.
Some students' work indicated an understanding of the concept but demonstrated a need to develop further some skills
or procedures; for example, in figure 5, Sheldon needed further experiences to help him print numbers without reversals.
Although some students completed the activity as given, others became very creative, extending their thinking beyond
the requirements of the activity. For example, in figure 6, Julianna described a visual-symbolic approach to writing
a number sentence.
As the students read their work to the class the following day, the teacher asked more questions to assess further
their literacy development and understanding of the mathematical concepts in the story. In fact, each sample told
Bozzato much about risk taking and a particular student's understanding of the curriculum. Certainly, writing and
reading their own sentences about money were ways for the students to expand their vocabulary meaningfully and
gave them opportunities to apply their mathematical
knowledge to other situations.
Developing Literacy in Mathematics and Language
Bozzato meticulously interwove literacy learning and mathematical understanding by using drama to create opportunities
for her students to integrate language and mathematics, to make personal meaning, to relate the story to realworld
activities, to make decisions, and to apply and extend their new knowledge. "The opportunity to participate
in sociodrama and pretend play-situations in which children have to explicate verbally their plan for the scene,
action, and objects-is an important prerequisite for successful performance in some routines which surround reading
in the early grades" (Heath 1986, 168-69). It is also, I believe, an important prerequisite for mathematics
literacy-for understanding and sharing mathematical concepts as students dramatize, talk, read, write, and draw
to construct their understanding of mathematics.
[Reference]
References
[Reference]
Brisson, Pat. Benny's Pennies. New York: Bantam Doubleday, 1993.
Finn, Jeremy D. "Parental Engagement That Makes a Difference." Educational Leadership 8 (May 1998): 2s24.
Heath, Shirley Brice. "Separating `Things of the Imagination' from Life: Learning to Read and Write."
In Emergent Literacy, edited by W. H. Teale and E. Sulzby, 156-72. Norwood, N.J.: Ablex Publishing Corporation,
1986.
National Council of Teachers of Mathematics (NCTM). Curriculum and Evaluation Standards for School Mathematics.
Reston, Va.: NCTM, 1989. A
[Author note]
Prepared by the editor, Jacqueline Harris, York University Faculty of Education, 70 Bainbridge Avenue, North York,
ON M3H 2K2. Readers are encouraged to share experiences using children's books with Teaching Children Mathematics.
Please send such descriptions to the editor.
Learning math through tough stories
School Library Journal; New York; Mar 1999; Stuart J Murphy;
Volume:
45
Issue:
3
Start Page:
122-123
ISSN:
03628930
Subject Terms:
Childrens literature
Mathematics education
Abstract:
Stories can engage children and help them connect mathematical ideas to their own lives. Murphy discusses ways
in which children's books can be used to help children develop their understanding of math concepts and their math
skills.
Growing gardens and mathematicians: more books and math for young children
Young Children [H.W. Wilson - Educ]; Mar 1999; Hinnant, Hilari A.;
Volume:
54
Issue:
2
Start Page:
23-6
Page Count:
0
Document Type:
Feature Article
Source Type:
PERIODICAL
ISSN:
00440728
Subject Terms:
Gardening/Units of work
Gardens in literature
Mathematics/Activities
Mathematics/Teaching/Primary grades
Abstract:
A unit of work for kindergarten and primary school children that links mathematics, gardening, and literature is
presented. The activities in the unit are inspired by Lois Ehlert's gardening book Planting a Rainbow and focus
on the mathematical concepts of mental math, numbers and operation, measurement, geometry and spatial awareness
or sense, time and money, patterns and relationships, and statistics and probability. A bibliography of books that
can be used in this unit of work is presented.
Some of the above articles are available only in abstract form on ProQuest BUT are available in full text form on Wilson Web.
Return to the Journal indexes and abstracts at the U of R library and again click on subject and then on education.
Now go to Education Abstracts Full Text (that's wilson web).
Click on search plus and on the education data base. Now enter on one line childrens literature and on the next
line mathematics. You should now have 149 full text articles all addressing children's literature and mathematics.
Some of course are included in the ProQuest database, but there are many others.
Then, if you want to limit your search to Canadian material, you
can click on the CBCA Education database and then click on CBCA Fulltext Education 1976 . . . and then click on
Open Selected Databases and then on Search Builder. Enter your search information, click on terms anywhere and
then start the search. You'll get about 25 entries.