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Literature and Math

Page history last edited by Dianne 14 years, 5 months ago

 

Using Literature to enhance the Primary Maths Curriculum

Dianne McKenzie

Written for course requirements for the M.App. Sc. in TL through Charles Sturt University. 2000. Updated 20 May 2002

Literature in school education has moved beyond the english curriculum as other subject areas discover that childrens literature has both relevance and value as a teaching tool. Its use is being encouraged in science, music, history, geography, art, foreign language study, IT, design and technology, multiculturalism and maths.

 

It has been discovered that literature opens up a new world of experiences which help children learn better with a more personal relationship to the subject, than if they didn't have literature. In subjects where the textbook was the main tool of learning such as maths and science, literature is now used in conjunction with the text book to help children see the everyday application of the topic at hand and hence through literature be able to apply the topic to their lives. Text books have traditionally presented concepts impersonally and from a single perspective, whereas literature provides multiple perspective spurring children to formulate concepts and generalizations about the subjects. ( Berson, Jouzts, & Walsh 1999)

 

At first glance, there does not seem to be too much connection between the maths curriculum and literature, but if one goes beyond the initial difference in symbols used, there are many ways that literature can enrich the maths curriculum. The NSW Maths Curricullum for K-6 (1989) acknowledges that there are many tools for effective maths instruction, and the lines between separate subject domains is blurred with many subjects being integrated into the maths curriculum and the same in reverse. This gives students the opportunity to build their learning on what they already know and make the curriculum more interesting, and as a consequence, more enjoyment is derived from the subject, and hence more learning takes place. Maths concepts and practicalities can be found in many subjects such as art, music, geography, science, english, history and being able to cross over subjects and develop an integrated curriculum, the teacher not only helps the child develop a whole perspective on the world, but gives them the opportunity to see how their world overlaps and relates continually, rather than have everything compartmentalized with no relation to each other. With this integration the teacher can use resources and lessons from one subject area and apply them to teach many concepts for a number of subjects. (Kolstad 1996) This saves on time and resources and the children may also have a deeper learning experience from it. In this time of information overload children need more than facts and figures, they need to be information literate, and know how to learn what they need. The integrated curriculum gives this opportunity with flexibility across the subjects so that students can see the big picture and allow them to move freely from one subject to another to take what they need and integrate it into their lives. (Welchman-Tischler 1992)

 

The NSW K-6 Maths Syllabus (1989) recognizes that literature in the syllabus can enhance comprehension, and that students interest in maths can be developed through the use of literature. As part of the comprehension aspect the syllabus states that language plays an important role in the formulation and expression of maths ideas and is important in bridging concrete and abstract representations. The four interrelated processes of learning are talking, listening, reading, and writing. (NSW K-6 Maths Syllabus p.26 1989) Literature can be a part of this process in the teaching of maths concepts as it has been found that children who read more literature are better at expressing themselves through reading, writing and orally due to having a larger vocabulary and being exposed to more descriptive language through their reading. (Krashen 1998) The children who are readers are also not frightened by new reading material as they have had previous experience at new material. By using literature in the maths curriculum, it not only helps the children become better mathematicians, but also better readers, writers and speakers from the additional opportunities to practice these skills (Kolstad 1996)

 

The NSW K-6 Maths Syllabus (NSW Dept of School Education 1989) states that 'it is when we reflect on our own experiences that we learn from them' (.p25) Reflection allows us to relate our knowledge appropriately to other situations. By using literature in the maths curriculum, the students are able to personalize the experiences in the story, make it their own, or store it until they do experience something similar and then be able to relate it to themselves. (Whitin 1994 a) It helps to make maths more meaningful by giving an experience of how it can be applied in everyday situations rather than just having to deal with numbers. The NSW K-6 Maths Syllabus (NSW Dept of School Education 1989) also states that teachers need to provide opportunities for students to talk and write in their native language, which will help to clarify their understanding of a maths concept. Rab (1998) takes it further and encourages the use of learning journals, and again it will be literature upon which children will use as a springboard to help them clarify their understanding.

 

Many maths problems are word problems where students need to have a a grasp of vocabulary, grammar and comprehension before being able to answer the problem correctly. (Eddy 1997) They need to be discriminate readers and those children who read more will have the advantage with word problems. By using literature in the class, the teacher can help students build confidence with word problems by using the storys as word problems and helping students work through them and building a base. (Eddy 1997 ) The NSW K-6 Maths Syllabus (NSW Dept of School Education 1989) recommends the reading of storys, poems and songs for mathematical meaning, along with other media, and all the language used needs to be familiar to the child, or at least at the childs ability level to make the maths work relevant and to build confidence. This is supported by Kolstad (1996)

 

There are a number of ways of using childrens literature in the maths curriculum. One is to provide a context or model in which the skill to be learnt is introduced through literature as a theme or topic unit, (Welchman- Tischler 1992) sparking an interest in the concept or skill through the literature. (Friedman 1997)

 

The introduction of manipulatives, or concrete working units can be done through literature by giving ideas or support to the medium used. An example given very often is the book- 'The Door Bell Rang' (1986) by Pat Hutchins (cf Whitin 1994a) from which cookies are introduced as the manipulative and the concept of division is introduced to the children in a real situation which the children can identify with. The children then can be extended further to think of their own situations and write their own literature based on this real problem presented through the book, thus, another use is in inspiring and creating new real maths experiences and problems. (Welchman- Tischler 1992)

 

Childrens literature can be used to pose interesting problems or present familiar problems in a different perspective. This can help children realise the variety of situations which many people use maths for real purposes. (Welshman- Tischler 1992 and Eddy 1997) It also gives the children the opportunity to test important maths concepts in a non threatening arena, which further boosts their confidence in this subject. (Kolstad 1996)

 

Another use is to prepare children for a maths concept or skill by using the book as a stimulus, an example given by Whitin (1994 b) is ' Many is How Many?' (Illa Podendorf 1970) where estimation is introduced as a topic through the story. By the real situations presented in the story the children can learn what relevance estimation is to them and its relevance to the environment and context. (Whitin 1994 b) Through the story the children can develop a concept further by discussion on the story, 'communicate mathematically' (Whitin 1994b) acting out the story, writing about the story, creating new problems and solving these, leading to reflection and hence internalization of the concept. (Welchman- Tischler 1992)

 

Literature can also be used at the end of a unit to review a concept of skill learnt - giving further opportunity for personalizing the concepts and internalization. (Welchman- Tischler 1992) There are also books which deal with 'maths morals' and attitudes rather than maths skills which could be used as part of motivation or through opening and closing exercises.(Friedman 1997) These 'maths morals' books entertain and support the notions of rules of thumb and logic - generalizations through maths which through their understanding makes for better reasoning and makes for more meaningful maths. (Friedman 1997)

 

Literature in maths can also be used to address multiculturalism issues , through stories outlining different cultures and how they use mathematics in their lives, this could be extended to a historic theme where non fiction and fiction stories could be used to illustrate maths applications through time and how it permeated individual lives and society. (Piccolino 1998) Through these stories the children could then examine how maths permeates all phases and aspects of their own culture far beyond the classroom applications. (Piccolino 1998) Whitlin (1994) suggests that stories can help children see maths as a way of thinking about their world rather than it being an isolated part of it. Through books and stories children can relate to maths as an everyday part of life.

 

When learning new maths concepts, children must discover the maths relationships themselves, creating information from their own experiences visually, tactually and auditorily.(Kolstad 1996) When a story is read to a child they receive the auditory component, if it has pictures it fulfills the visual, and if it doesn't the same is achieved through imagination and what they picture in their mind. Literature provides visuals that help to clarify key ideas and concepts. (Bosse 1995) If the children move beyond the story and act out either physically or with manipulatives they receive the tactile part of the learning process, and the concept is internalized. (Conaway 1994)

 

Letters, symbols and numbers are a primary method of communication in the world (Balas 1997) Literature brings these elements together, maths is a form of language and combined with literature it provides context , meaning and motivation by supplying a common setting and environment. (Balas 1997) This is supported by the NSW K-6 Maths Syllabus (p.26) (NSW Dept of School Education 1989) where it states that language, with mathematical symbols and diagrams, plays an important part in the formulation and expression of mathematical ideas, and serves as a bridge between concrete and abstract representations. A study was conducted on a literature based curriculum for social studies in a secondary school, it was found that the students who were in a literature based curriculum were able to recall 60% more information than students who were in a control class, who were not exposed to literature. (Smith 1993 - cf in Ford, et al (1998) Other studies also quoted in Ford et al (1998)(Guzzetti, Kowlinski & McGowan 1992) found that students involved in a literature based instruction acquire more concepts and greater conceptual understanding than they do through traditional instruction. Although these studies were based on social studies, the possibilities of greater learning potential has been demonstrated for a literature based maths curriculum.

 

There is no limit to the type and number of books which have a maths base to them. Welchman- Tischler (1992) states that there are many books which relate to maths, some directly addressing a maths skill such as numeration and shapes and others with a maths concept as a by product of the story. In all cases Welchman- Tischler (1992) emphasis is that the stories could be and should be read outside of the maths context and enjoyed for their literary content first. Kolstad (1996) supports this by saying that the book should be read for its literary content so the students can relate to and enjoy the plot, setting and character of a story, then the new maths skill can be related to the positive and meaningful context of the story. Eddy (1996) emphasizes that literature is another tool and like anything used it should not be over used any more than it be underused and that the story should not be 'twisted' in order to suit mathematics purposes.

 

The books need to be chosen with regard for their significant aspects of the topics at hand, focusing on issues that are essential for understanding a concept. (Berson, Jouzts, & Walsh 1999) Literature should be a way to enrich a classroom, not the sole basis for instruction, used to introduce multiple perspectives, reinforce ideas, create multidiscinplanary contexts for learning and to create meaningful experiences while engaging the imaginations of the students. (Berson, Jouzts, & Walsh 1999) The use of literature in maths is also not confined to the elementary school as there are many novels which could be used at the secondary level that have many aspects of maths incorporated in their themes - Alice in Wonderland, and Gullivers Travels being two mentioned by Whitin (1994 b)

Teachers of maths need to be constantly on the look out for improving the depth, the range, and quality learning experiences for students to make the best connections between the curriculum and learning. Linking literature with these experiences is just one way to help students link their world with maths and make it a part of their lives with understanding, interest and motivation. While childrens literature should not become a substitute for hands on experience, stories and follow up activities can be incorporated in the curriculum with success. Many children's books depict activities and situations similar to those that children have already experienced or are bound to experience, providing an accessible and exciting vehicle to present facts and concepts in a form that is motivating and understandable to children. Children's literature is an effective vehicle for motivating students to think and reason mathematically. Incorporating literature into the curriculum helps students to experience the wonder that is possible in mathematical problem solving and allows them to set a connection between maths and what it is really is in their world. Literature in the maths curriculum is a powerful tool, it generates interest and motivation, provides context, invites communication and connects maths with the rest of the childs world.

 

Bibliography

Balas A.K. (1997) The mathematics and reading connection. ERIC Digest database http://www.ericse.org/digests/dse97-2.html accessed 26 April 2000

 

Barclay, K. Benelli, C., Schoon, S.,(1999) Making the connection Childhood education 75(3):146-152 Spring. accessed through Ovid via CSU database 14th April 2000

 

Berson, L.S., Jouzts, M., Walsh, D.T. (1999) Connecting Literature with k-8 National Geography standards. Social Studies 90 (2):85-92 March accessed through Ovid via CSU database 14 April 2000

 

Bosse, N.R. (1995) Mathematical pathways through literature. Grade 6. Creative Publications. Mountain View CA USA.

 

Conaway,B., (1994)Connecting literature,language and fractions. The Arithmetic Teacher 41(8)p. 480 accessed through Proquest via HKUST database 26 April 2000

 

Eddy, M. ( 1997 ) Childrens literature in mathematics instruction. http://falcon.jmu.edu/~ramseyil/mathpict.htm accessed 8 April 2000 last updated 8 Oct 1997

 

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Krashen, S., 1993 The Power of reading:insights from the research . Englewood, Colorado:Libraries Unlimited, Inc. cited from Abell, J. (1999) The Impact of the use of school libraries on student achievement. Access. August. p. 21- 23.

 

Moss B., Noden, H. (1995) Trade Books across the Curriculum. Reading Teacher. Vol. 48(8): pp.725-726 May. accessed through Ovid via CSU database 14 April 2000

 

NSW Department of School Education (1989) Mathematics K&endash;6 maths syllabus. NSW Department of School Education Sydney. Reprinted 1999 by the Board of Studies NSW http://www.boardofstudies.nsw.edu.au/ accessed 10 April 2000. last updated 30 April 2000.

 

Piccolino, A.V. 1998 Intergrating multicultural activities across the mathematics curriculum. Nassp Bulletin. 82 (597) pp 84 - 87 April

 

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