Teaching Mathematics Using Literature

Introduction

Children's literature is often used by teachers to supplement or enhance a lesson in science, social studies or language arts. However, it is not so common to hear teachers using literature for math lessons. Mathematics is a core subject in a student's educational life and firm foundation is therefore necessary. Unfortunately, mathematics subject is often perceived by some teachers to be difficult and this negative perception can be transferred to the students making it even more challenging for them. Therefore, all techniques that can enhance the teaching of mathematics are always welcomed by math teachers. It is important for children to advance their listening, speaking and writing skills since all these, skills are necessary for the any particular discipline to succeed. Consequently, for children to have better mathematical development they need to learn how to listen, speak, write and read mathematically (Bintz and Moore 103). Literature is one aspect that can enhance a child's communication when it comes to ideas involving mathematics. This paper will explain the connection between mathematics and literature, look into the best way of selecting appropriate literature when teaching mathematics and how literature can enhance mathematics engagement.

Connection Between Mathematics and Literature

For many years now, there has been a supposed connection between literature and mathematics. James Henry who was a novelist once said, "The union of the mathematician with the poet, fervor with measure, passion with correctness, this surely is the ideal" (14). The connection between literature and mathematics is being realized through subject integration that is a part of an efficient curriculum meant to attain better educational results (Price and Lennon 7). In the last three decades, teachers and other educational stakeholders have been observed to pay close attention when it comes to integration mathematics and literature in learning.

The reasoning behind mathematics and literature integration is mainly instinctive. Studies shows that children are more capable of understanding the material they learn when it is offered in a way they can relate. This is where literature comes in; creating numerous opportunities for the students to relate with various mathematical concepts, they are being taught at any educational center. According to Price and Lennon ,"Through varied opportunities for investigation, books or other literature materials support readers (usually children) in developing healthy dispositions and attitudes about various mathematical activities" (45).

Nonetheless, even with understanding the advantages that comes with teaching mathematics through literature, the main task for teachers is always how this can be done effectively. It is important for educators to pay close attention to the literature they choose to make sure that it connects well with the students and benefit them. An organic relationships should exists between the chosen literature and particular lesson being addressed (Jett 5)This demand has made educational researchers to investigate and develop literature that can be effectively used to teach mathematics in all institutions. Preferably, the source of literature to be used in teaching math should realistic context that have enjoyable plots, cultural or personal episodes and life experiences that connect the literature and mathematics effectively.

Selecting Appropriate Literature When Teaching Mathematics

Knowing that literature can enhance learning of mathematics is not enough if we want to have a full integration between the two areas. Mathematics is not all about putting numbers in calculators or in an algorithm to get a solution, neither is it about memorizing certain rules. According to Jett "Mathematics is reasoning and thinking, making connections, solving problems, and most importantly being able to communicate ideas in a mathematical way" (89). Bintz and Moore stated that there are various elements that must be considered when selecting an appropriate literature to teach mathematics, including:

• Aesthetic dimension - the literature chosen enhances the student's appreciation and awareness of various mathematical design and form. The content, illustrations or language used appeal to the reader's emotions and senses. Additionally, format and design of some graphics such as graphs and tables should be visually appealing and capture the attention of the young learners.
• Possibility for diverse response - the tone of the literature should not be didactic rather it should be invitational.
• Mathematical integrity - the literature should have accurate mathematical elements. As much as the literature is fictional, the mathematical elements should be realistic. The tone of the literature should also be capable of promoting healthy mathematical dispositions and attitudes.
• Cultural, gender and ethnic inclusiveness - the illustrations, language and content of the literature should enhance gender, cultural and racial equality. Tokenism or stereotyping should not be present and there should be authentic representation of culture.

Nevertheless, a combined effort from the students, parents and the teacher is needed to make sure the intended math skills enhancements are met (Carbonneau, Marley, and Selig 15). Once the correct literature is chosen, then there will be numerous ways that students can benefit from the integration of mathematics and literature.Improving mathematics engagement by using literature

Mathematic engagement is a challenge that many teachers have to deal with in most classrooms. However, there are various ways by which literature can be used to enhance this engagement. It can be used to:

• Review mathematics skill or concept
• Explain or develop a mathematic skill or concept
• Preparation of various mathematics skill or concept
• Present a thought-provoking problem.
• Stimulate an inventive mathematic experience for the students.
• Avail a model or a context for an action with a math content.

The above ways if well utilized can be used to improve performance and understanding of various mathematics concepts. According to Carbonneau, Marley, and Selig "If the youngster can make a connection to mathematics content in a story, the literature can make mathematics more engaging, applicable and interesting in everyday situations" (5). What enables students to better understand mathematics through literature is that it perfectly represents major mathematical concepts in words instead of numbers. Students are more likely to remember certain words as compared to numbers and teachers who have tried to use literature have reported that it improves mathematics performance (Bintz and Moore 12). Furthermore, teachers can identify various weakness and misunderstanding by the students through the interaction using literature.

Selecting Appropriate Literature When Teaching Mathematics

Guardians or parents can also take part in improving mathematical skills of their children by complementing the efforts made by the teacher in the classroom. Parents can incorporate mathematics in day-to-day activities such as comparing, estimating, scheduling, shopping, counting and measuring. These activities can be used to explain to the children how easily mathematics can be applied to solve or help in some real-life tasks. When a parent shares with their children activities such as time estimation, recipes measuring and counting money, the children appreciates that mathematics can be applied in real life hence they tend to retain most of the skills they learn. Parents can also use literature to promote mathematics skills in their children by choosing and suggesting materials that relate to mathematics and helping their children to solve various problems.

Conclusion

In summary, literature can be extensively used to enhance mathematical skills in students. In the last few years, teachers and other educational stakeholders have been seen to pay close attention when it comes to integration mathematics and literature in learning because of the numerous benefits it presents to the students. Different ways can be used by teachers to promote mathematic engagement among many students who always find it difficult. Furthermore, parents at home also have a role to play when it comes to using literature to enhance their children's mathematical skills.

References

Bintz, William P, and Sara D. Moore. "Using Literature to Support Mathematical Thinking in Middle School." Middle School Journal. 34.2 (2002): 25-32. Print.

Carbonneau, Kira J, Scott C. Marley, and James P. Selig. "A Meta-Analysis of the Efficacy of Teaching Mathematics with Concrete Manipulatives." Journal of Educational Psychology. 105.2 (2013): 380-400. Print.

Jett, Christopher C. "Using Mathematics Literature with Prospective Secondary Mathematics Teachers." Journal of Mathematics Education at Teachers College. 5.2 (2014): 49-53. Print.

Price, Ruth R., and Colleen Lennon. "Using children's literature to teach mathematics." NC: Quantile (2009).