University of Oregon



Mathematizing Children’s LiteratureWhat is Mathematizing?Mathematizing is a process of thinking about and making sense of the world with a mathematical lens. Mathematizing children’s books expands the benefits of shared reading experiences by providing children with opportunities to learn mathematics in meaningful and engaging contexts. Using literature to connect concepts with children’s experiences helps foster understanding and motivates them to learn. These connections are essential to making mathematics accessible for all children, and especially for helping children from diverse backgrounds use literature and mathematics to make sense of their lives.Three Steps in Mathematizing Children’s LiteratureSelecting a TextConsider the ways in which mathematics appears or are featured. Books tend to fall into three categories:Text Dependent: Books featuring mathematical concepts to the degree that the plot or ideas in them cannot be understood without also understanding the math. Two of Everything (Hong, 1993), for example, explores the concept of doubling. In this story, a magical pot has the power to double anything put in it. Comprehending this story is dependent on understanding the mathematical idea of doubling.Idea Enhancing: Books that do not depend on mathematical understanding the way that text dependent books do, but that offer opportunities to deepen students’ understanding by highlighting mathematical ideas. The Rainbow Fish (Pfister, 1995) is a story about a fish that does not want to share its dazzling scales with friends but learns that generosity is better than selfishness. While understanding this story does not require mathematical thinking, having students record how many scales the fish gives away (subtraction) helps them explore the generosity theme more deeply. Illustration Exploring: Books containing pictures, drawings, or diagrams that lend themselves to exploring mathematical concepts, whether or not the text highlights or even mentions them. The classic story, The Snowy Day (Keats, 1962), features illustrations showing sets of footprints in the snow—a perfect opportunity to practice counting by twos. Exploring the TextPlan ahead for incorporating math concepts and story ideas into the read-aloud experience. Specific points:Reading: Consider plot, theme, characters, setting, or central ideasMathematics: Identify key concepts to explore in the story or illustrationsStopping points: Identify places to integrate questions or brief discussion of math concepts (and story elements) into the read aloud experience (copy questions onto sticky notes to place on book pages).Extending the TextAfter reading, prompt children to respond to the story and to the mathematical ideas explored in the book, including:Responses to story events and character traits or actionsThoughts about or additional examples of math ideasConnections between the story and math concepts and experiences in children’s livesMathematizing Planning SheetSelecting a TextTitle: FORMCHECKBOX Text dependent FORMCHECKBOX Idea enhancing FORMCHECKBOX Illustration exploringExploring the TextReading: Plot, theme, central idea: Mathematics: Key concept(s):Stopping points and key questions (copy onto sticky notes to place on book pages): Extending the TextPrompts for discussion, writing, drawing: ................
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