Integrating Literature Into the Elementary Math Curriculum
This paper examines the integration of literature into the mathematics curriculum at the elementary level, drawing on a range of educational research and theoretical perspectives. It surveys key authors and studies — including works by Marilyn Burns, Kolstad et al., Jacquelin Smith, and Young and Maulding — to demonstrate how children's books, nursery rhymes, and cross-curricular writing activities can make abstract mathematical concepts more accessible, meaningful, and engaging for young learners. The paper argues that literature serves not only as a motivational tool but also as a contextual vehicle that supports deeper understanding of mathematical ideas, from basic number concepts to fractions, geometry, and patterning.
- Introduction: The Case for Math and Literature Integration: Overview of math-literature integration in elementary education
- Literature as Context for Mathematical Concepts: How children's books make abstract math concepts accessible
- Cross-Curricular Writing and Mathematical Achievement: Writing exercises linked to improved math performance
- Unconventional Approaches: Geometry, Patterning, and Social Studies: Using non-math literature to teach geometry and patterning
- Mathematics and Mother Goose: Rhyme as a Mathematical Tool: Nursery rhymes applied to number and pattern concepts
- Conclusion: A Mutually Beneficial Relationship: Scholarly consensus on integrating math and literature
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What makes this paper effective
- The paper synthesizes a wide range of scholarly sources and practical classroom examples, giving both theoretical grounding and concrete evidence for its central argument.
- It moves logically from broad claims about integration to specific studies, individual authors, and classroom anecdotes, building a cumulative case rather than simply listing sources.
- The inclusion of direct quotations from researchers and teachers adds authenticity and illustrates how abstract educational theories play out in real instructional settings.
Key academic technique demonstrated
The paper demonstrates effective use of a literature survey structure: it introduces a central claim, then surveys multiple secondary sources to support, extend, and nuance that claim. Rather than relying on a single authoritative source, the student triangulates across several researchers — Kolstad et al., Whitin and Gary, Smith, Young and Maulding, and Burns — to show broad scholarly consensus while also highlighting distinctive perspectives within the field.
Structure breakdown
The paper opens with a general argument for math-literature integration, then moves through increasingly specific studies: from widely recognized authors like Marilyn Burns, to cross-curricular writing experiments, to unconventional geometric patterning approaches, to the specialized case of Mother Goose rhymes. The conclusion returns to the broad claim, reinforced by Lipsey and Pasternack, and frames the integration as a growing and well-supported educational consensus. This funnel-and-return structure is appropriate for a literature survey paper at the undergraduate level.
Introduction: The Case for Math and Literature Integration
The integration of mathematics and literature in the primary and elementary grades is a subject that has attracted considerable attention from educators and theorists. There are many verifiable online sources as well as offline journals and books that advocate the importance of the interrelationship between mathematics and literature — to the advantage of both subjects.
A plainly written and informative resource that provides a good overview of this issue is Math and Literature: A Match Made in the Classroom. This article states clearly that, "If you are seeking a new way to add relevancy to your classroom math activities, the answer may be right in your school library! Literature is the ideal vehicle to help your students see the importance of numbers in their daily lives" (Math and Literature: A Match Made in the Classroom). This is also a useful resource in that it provides links and references to other relevant literature on the interrelationship between mathematics and literature.
The above article refers to a number of important authors in this area. One prominent writer mentioned is Marilyn Burns, who has written a number of books on the symbiotic relationship between mathematics and literature. In her works, Burns emphasizes the way in which various forms of literature can be used to explain mathematical concepts. She expresses the view that combining mathematics and literature is a useful way to introduce children to the world of mathematical concepts. She notes that:
"Reading books that weave mathematical ideas into engaging stories helps dispel the myth that math is dry, unimaginative, and inaccessible. Children's books can not only generate interest in math but also provide contexts that help bring meaning to abstract concepts" (Math and Literature: A Match Made in the Classroom).
The idea of literature as a conduit for context is also noted in many other studies, which emphasize that appropriate literature can make mathematics more accessible to younger learners. The learning process becomes more intuitive when mathematics is placed in recognizable and accessible contexts through literature. In her work, Burns also recommends books one and two of Math and Literature (Grades K–3) for teachers.
References
Books by Marilyn Burns. Retrieved February 8, 2009, from
Clement, R. (1990). Counting on Frank. Sydney: Williams Collins.
Grossman, F. J., Smith, B., & Miller, C. (1993). Did you say write in mathematics class? Journal of Developmental Education, 17, 2–4.
Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books.
Kolstad, R., Briggs, L., & Whalen, K. (1996). Incorporating language arts into the mathematics curriculum: A literature survey. Education, 116(3), 423+.
Math and Literature: A Match Made in the Classroom. Retrieved February 8, 2009, from http://www.education-world.com/a_curr/curr249.shtml
Lipsey, S., & Pasternack, B. Mathematics in literature. Retrieved February 8, 2009, from
Smith, J. (1995, January). A different angle for integrating mathematics. Teaching Children Mathematics, 1, 288+.
Whitin, D. J., & Gary, C. C. (1994). Promoting mathematical explorations through children's literature. Arithmetic Teacher, 41, 394–399.
Young, C., & Maulding, W. (1994, September). Mathematics and Mother Goose. Teaching Children Mathematics, 1, 36+.
You're Not in Math Class Anymore: Integrating Math Across the Curriculum. Retrieved February 8, 2009, from http://www.education-world.com/a_curr/curr146.shtml
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