Integrating Literature Into the Elementary Math Curriculum

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.

Literature as Context for Mathematical Concepts

A useful article that provides an overview of some of the possibilities and issues involved in integrating literature into the mathematics curriculum is You're Not in Math Class Anymore: Integrating Math Across the Curriculum. This article makes the important point that, "Educational research — not to mention experience and common sense — tells us that students learn best and make better sense of what they're learning when they can make connections with previous learning or with different areas of learning" (You're Not in Math Class Anymore: Integrating Math Across the Curriculum). This view posits that the interaction between subjects such as mathematics and literature can be used to expand educational horizons.

A very useful overview of the different approaches and research perspectives on the integration of literature in the mathematics curriculum is Incorporating Language Arts into the Mathematics Curriculum: A Literature Survey by Kolstad et al. (1996). This study emphasizes the view that, "Recent educational philosophy has supported the whole language and integrated curriculum approaches. The National Council of Teachers of Mathematics (NCTM) has recommended that the mathematics curriculum include development of language and symbolism to communicate mathematical ideas and relationships" (Kolstad, Briggs & Whalen, 1996, p. 423).

Among the many studies and viewpoints reviewed in that article, one aspect that stands out is the significant way in which literature serves to aid the assimilation and understanding of mathematical concepts, especially in the earlier grades. As a study by Whitin and Gary (1994), Promoting Mathematical Explorations through Children's Literature, asserts, books and literature are effective in mathematics because they "help students explore mathematical ideas in natural, familiar, and meaningful contexts" (Whitin & Gary, 1994, p. 394). Other studies also point out that literature can be used to increase student interest and enjoyment in the subject matter (Grossman et al., 1993). There is also the view that "if students can relate to and enjoy the plot, setting, and characters of a story, the new math skill will be associated with meaningful contexts" (Kolstad, Briggs & Whalen, 1996, p. 423).

A good example from the literature of the intersection between story and mathematics is The Doorbell Rang by Hutchins (1986). The work deals with the concept of division in mathematics by addressing it in the literary context of sharing cookies. There are also a number of studies that discuss how literature serves as a motivating influence in mathematics — awakening the student's sense of exploration and intellectual discovery. An example of this approach is Counting on Frank by Clement (1990), which investigates how literature encourages intellectual curiosity and provides a means of testing mathematical ideas and concepts.

Cross-Curricular Writing and Mathematical Achievement

The link between writing, literature, and mathematics can be seen in various practical exercises that teachers have undertaken. In one example, children were encouraged to write about running and exercise periods at school. This process was found not only to have a positive effect on the writing and language ability of the children, but also produced favorable outcomes in terms of their mathematical skills: "during year-end benchmark testing, the class completed sections on numeration more quickly, yet scored as well or better, than past classes" (You're Not in Math Class Anymore: Integrating Math Across the Curriculum).

It was also found that the use of writing and literature added to young students' understanding of fractions. As one teacher noted after combining writing exercises with mathematics:

"My fraction committee, a group of the most capable math students, computed the class's [running] mileage on their own, working with 1/2's, 1/4's and 3/4's. They represented the fractions by models, but they could also compute them in their heads" (You're Not in Math Class Anymore: Integrating Math Across the Curriculum).

These classroom examples illustrate how integrated curriculum approaches can produce measurable gains in mathematical understanding when students encounter concepts through authentic, cross-disciplinary contexts.

Conclusion: A Mutually Beneficial Relationship

There is a growing consensus in the literature that the interrelationship between mathematics and literature is mutually beneficial. A useful study that examines these interactions in depth is Mathematics in Literature by Lipsey and Pasternack. These two authors echo views about the beneficial combination of these two subjects that are reiterated in many other studies:

"Understanding of major mathematical concepts may be motivated, explored, and enhanced through literary art. Literature stirs our imaginations and emotions, making ideas more enjoyable and memorable. It enlivens what many people see as the isolating abstractness of mathematics" (Lipsey & Pasternack).

A survey of the literature on this issue brings clearly to the fore the importance of integration and intersection between subjects that were, in the past, seen to be separate and even in opposition to one another. There are an increasing number of cogent and well-researched books and articles that suggest ways and means of linking mathematics and literature to the benefit of both subjects.

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