ERIC Number: ED403139
Record Type: RIE
Publication Date: 1997
Integrating Children's Literature and Mathematics in the Classroom: Children as Meaning Makers, Problem Solvers, and Literary Critics.
This book explores some of the relationships between mathematics, children's literature, and literary criticism. It focuses on ways of using trade books to provide children and educators with powerful instructional experiences that integrate the study of mathematics with children's literature and the search for excellent children's trade books that contain mathematics. The introductory chapter describes reasons for integrating the study of mathematics and children's literature, as well as the history of a search for excellent children's mathematics trade books and powerful instructional methods of using them. Chapter 2 presents a classroom example of an instructional method that helps children and adults better understand mathematics, literature, and themselves. Chapter 3 examines the philosophical and pedagogical underpinnings of the instructional model presented. Chapter 4 discusses standards useful in assessing children's mathematics trade books. It sensitizes the reader to the strengths and weaknesses of such books and provides the vocabulary necessary for insightfully discussing them. Chapter 5 explores ways of mathematically enhancing children's books to enrich their reader's mathematical and literary experiences. The appendix provides an assessment instrument useful for evaluating children's mathematics trade books. Contains 126 references. (JRH)
Descriptors: Books, Childrens Literature, Educational Strategies, Elementary Education, Interdisciplinary Approach, Mathematics Education, Teaching Methods
Teachers College Press, Columbia University, Teachers College, 1234 Amsterdam Avenue, New York, NY 10027 (cloth: ISBN-0-8077-3565-5; paper: ISBN-0-8077-3564-7).
Publication Type: Guides - General; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A