Professional

Resources/References:

1. Columba, L. (2013).
So heres the story.
Teaching Children
Mathematics, 19 (6),
374-381. Retrieved
from
http://www.googlesc
holar.com.

2. Gailey, S. (1993).
The mathematicschildrens literature
connection. The
Arithmetic Teacher,
40 (5), 258-261.
Retrieved from
http://www.googlesc
holar.com.

Why We
Chose It

This article
explains
and shows
ways of
incorporati
ng
childrens
literature
into
teaching
the
concept of
multiplicati
on in a
third grade
classroom.
The figures
particularly
aid in the
written
explanatio
n of
activities
conducted
with
students.
This article
discusses
the
purpose of
using
books in
the
classroom
to enrich
student

What We
Wanted to
Learn (SubQuestions)
What are
ways to
integrate
literature
with
mathemati
cs
concept?

What We
Did Learn

What are
some
examples
of how to
use
literature
when
teaching a
specific
mathemati

There are a
variety of
quality
childrens
literatures
that can
enrich the
mathemati
cs
classroom

We learned
that there
are many
different
ways to
teach a
multiplicati
on concept
using
literature.
Some
examples
provided in
the article
will be
useful in
making a
connection
with
students.

New
Questio
ns

3. Hong, H. (1996).
Effects of
mathematics
learning through
childrens literature
on math
achievement and
dispositional
outcomes. Early
Childhood Research
Quarterly, 11, 477494. Retrieved from

learning in
mathemati
cs. This
article also
categorizes
the
childrens
books into
four main
categories
and
provides
examples
of
appropriate
books to
introduce
to
students.
At the end
of the
article is an
extensive
bibliograph
y that may
be helpful
in locating
books.
This
research
study
analyzed
childrens
literature
and its
effectivene
ss with
learning
mathemati
cs

cs
concept?

greatly. For
each
category,
there is a
plethora of
book
suggestion
s to utilize.

What effect
does using
childrens
literature
have on
mathemati
cs concept
developme
nt?

This study
showed
that there
was an
increase in
the
number of
students
using
childrens
literature
to

I
wonder
if the
same
results
would
yield if
the
study
was
conduct
ed with

http://www.googlesc
holar.com.

concepts.

4. Draper, R. J. (2002).
School mathematics
reform,
constructivism, and
literacy: a case for
literacy instruction in
the reform-oriented
math classroom.
Journal of Adolescent
& Adult Literacy, 520 529.

We picked
this article
because it
talks about
a reformed
math
classroom.

5. Fleming, L. L. (2005).

We choose
this article
because it
talks about
what two
literacy
specialist
did to help
improve
math
performanc
e for low
readers
and ELL
readers.

Literacy specialists in
math class! closing
the achievement gap
on state math
assessments. Voices
From the Middle, 48 52.

voluntarily
engage in
mathemati
cs during
center
time.
What
This article
strategies
provided
are
reading
involved in strategies
a
for before,
constructivi during and
sm
after
classroom? reading
that will be
useful
across the
curriculum.

How could
having
literacy
specialists
in the
classroom
help
students in
math?

With the
correct
support
and
structure
students
will gain
confidence
and have a
better
understand
ing of the
math text.
This carries
over to
assessmen

upper
element
ary
student
s?
Do
these
strategi
es still
work as
well for
older
student
s who
have
less to
read
and
more
number
s in
front of
them?
I
wonder
how
well this
would
work
with
student
s who
are just
a little
low or
at a
normal
range?

Fuentes, P. (1998). Reading

comprehension in
mathematics. The
Clearning House, 81 88.

6.

Other Resources
1.
2.

We choose
this article
because it
talked
about
reading
comprehen
sion in
mathemati
cs.

How does
reading
comprehen
sion affect
math
assessmen
ts?

ts which
showed a
decrease in
skipped
openended
questions.
Without
comprehen
sion a
students
will not be
able to
activate
backgroun
d
knowledge
or
understand
what they
are trying
to learn.

How
well
would
using
the FLIP
method
help
over a
long
range
period?