Links to Literature: A Remainder of One: Exploring Partitive Division

2000 ◽  
Vol 6 (8) ◽  
pp. 517-521
Author(s):  
Patricia Seray Moyer
Keyword(s):  
Children's Literature ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
National Council ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Mathematical Symbols ◽  
Everyday Experiences

Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

Posing Problems from Children's Literature

2006 ◽  
Vol 12 (7) ◽  
pp. 362-366
Author(s):  
Elaine Young ◽  
Christine L. Marroquin
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
National Council ◽  
Reform Mathematics ◽  
Mathematical Learning ◽  
Mathematics Problems ◽  
Mathematical Connections ◽  
Mathematical Problems ◽  
Problem Solve

One of the most important principles in reform mathematics is allowing students to be challenged by mathematics problems (Hiebert et al. 1996). Historically, mathematical problems have required students to apply a known procedure to produce an expected answer. The National Council of Teachers of Mathematics (NCTM 2000) has called for changes in the problems that are typically posed to students, asserting that such problems should instead require students to reason, communicate, represent, problem solve, and make mathematical connections. Posing open-ended, extendable problems allows students to construct their own mathematical learning and understanding by building on previous experiences and making connections among topics and disciplines.

New Challenges to the Research Community: Reflections of the Research Advisory Committee

1998 ◽  
Vol 29 (5) ◽  
pp. 499-502
Keyword(s):  
Teaching Practice ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Research Community ◽  
National Council ◽  
Mathematical Ideas ◽  
Education Community ◽  
Research Findings ◽  
New Challenges ◽  
Children’S Thinking

Drawing on several decades of research findings, the National Council of Teachers of Mathematics (NCTM) produced, between 1989 and 1995, three volumes of Standards in which members of the mathematics education community formulated new visions of mathematics learning, teaching, and assessment. These new visions comprise an ambitious agenda for the mathematics classroom—one that includes, but surpasses, mastery of facts and procedures, the mainstay of extant practice—designed to engage students in the exploration of mathematical ideas and their interrelationships. Students would now be invited to articulate their ideas, and teachers to identify and mobilize those elements in children's thinking upon which stronger conceptions can be built. Paralleling this ambitious departure in teaching practice, new means of assessment were proposed to capture progress toward these far-reaching goals.

It's a Home Run! Using Mathematical Discourse to Support the Learning of Statistics

2007 ◽  
Vol 101 (4) ◽  
pp. 250-256 ◽  
Author(s):  
Kathleen S. Himmelberger ◽  
Daniel L. Schwartz
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
National Council ◽  
Instructional Programs ◽  
Group Discussions ◽  
Good Communication ◽  
Mathematical Ideas ◽  
Positive Effects ◽  
Procedural Fluency ◽  
Learning Mathematics

The Standards developed by the National Council of Teachers of Mathematics (2000) state that instructional programs should enable all students to communicate mathematical ideas. The Standards indicate that good communication includes the ability to express organized and precise ideas as well as the ability to analyze and evaluate the mathematical thinking of others. Learning mathematics goes beyond procedural fluency; it also includes learning to discuss mathematical ideas. For this purpose, small groups have become a frequent configuration in the mathematics classroom. When combined with a suitable exercise, small-group discussions can have positive effects on mathematical understanding.

Sharing Teaching Ideas: Collaborative Writing of Mathematics Problems

1990 ◽  
Vol 83 (7) ◽  
pp. 542-544
Author(s):  
Kitty Carton
Keyword(s):  
Word Problems ◽  
Collaborative Writing ◽  
Instructional Decisions ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Problems ◽  
Teaching Ideas ◽  
Inside Out ◽  
Development Of Students

The NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) calls for opportunities for students to use mathematics as a tool for the communication of ideas. In this project, students in any level of mathematics, working in a cooperative, active setting, can develop their understanding of mathematical concepts through the collaborative writing of word problems. In so doing, they see mathematics from the inside out, as creators rather than mimickers; they are “doers” of mathematics, reflecting on and clarifying their own thinking about mathematical ideas in specific situations. Additionally, projects of the type described here can give teachers valuable information on which they can base further instructional decisions regarding the development of students' ability to communicate effectively using the language of mathematics.

You Read Me a Story, I Will Read You a Pattern

2005 ◽  
Vol 10 (8) ◽  
pp. 424-429
Author(s):  
Charyl L. Pace
Keyword(s):  
Middle School ◽  
Children's Literature ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Careful Attention ◽  
Children's Books ◽  
Children’S Books ◽  
Mathematics Standards

Have You Ever Wondered how to use children's literature in a middle school mathematics classroom? In today's standards-driven environment, aligning activities to various standards is important. Children's books can be the perfect introduction to a unit or lesson. Paying careful attention to the elements in the story and using a little imagination, creativity, and a working knowledge of the mathematics Standards are all the items needed to begin.

Activites for Students: Dynamic Diagrams

2001 ◽  
Vol 94 (7) ◽  
pp. 566-574
Author(s):  
Elizabeth George Bremigan
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Mathematical Concept ◽  
Mathematics Textbooks ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematical Problems

Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.

scholarly journals NEWS & ANNOUCEMENTS

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Hanne Pearce
Keyword(s):  
Children's Literature ◽  
Picture Book ◽  
Children’S Literature ◽  
Round Table ◽  
South Florida ◽  
National Council ◽  
Children's Books ◽  
Children’S Books ◽  
The Moon ◽  
Young Readers

Greetings Everyone,The news for this new year’s issue consists mainly of a list of a major children’s literature awards that have been announced, as well as a few upcoming conferences.AWARDS2017 ALSC (Association for Library Service to Children) Book and Media Award WinnersJohn Newberry MedalThe Girl Who Drank the Moon Written by Kelly Barnhill and published by Algonquin Young Readers, an imprint of Algonquin Books of Chapel Hill, a division of Workman PublishingNewberry Honour BooksFreedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life by Ashley Bryan written and illustrated by Ashley Bryan and published by Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing DivisionThe Inquisitor’s Tale: Or, The Three Magical Children and Their Holy Dog written by Adam Gidwitz, illustrated by Hatem Aly and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCWolf Hollow written by Lauren Wolk and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCRandolph Caldecott MedalRadiant Child: The Story of Young Artist Jean-Michel Basquiat illustrated by Javaka Steptoe, written by Javaka Steptoe and published by Little, Brown and Company, a division of Hachette Book Group, Inc.Caldecot Honour BooksDu Iz Tak? illustrated and written by Carson Ellis, and published by Candlewick PressFreedom in Congo Square illustrated by R. Gregory Christie, written by Carole Boston Weatherford and published by Little Bee Books, an imprint of Bonnier Publishing GroupLeave Me Alone! illustrated and written by Vera Brosgol and published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited PartnershipThey All Saw a Cat illustrated and written by Brendan Wenzel and published by Chronicle Books LLCLaura Ingalls Wilder AwardNikki Grimes -- Her award-winning works include “Bronx Masquerade,” recipient of the Coretta Scott King Author Award in 2003, and “Words with Wings,” the recipient of a Coretta Scott King Author Honor in 2014. Grimes is also the recipient of the Virginia Hamilton Literary Award in 2016 and the NCTE (National Council of Teachers of English) Award for Excellence in Poetry for Children in 2006.2018 May Hill Arbuthnot Honor AwardNaomi Shihab Nye will deliver the 2018 May Hill Arbuthnot Honor Lecture.Mildred L. Batchelder AwardCry, Heart, But Never Break - Originally published in Danish in 2001 as “Græd blot hjerte,” the book was written by Glenn Ringtved, illustrated by Charolotte Pardi, translated by Robert Moulthrop and published by Enchanted Lion Books.Batchelder Honour BooksAs Time Went By published by NorthSouth Books, Inc., written and illustrated by José Sanabria and translated from the German by Audrey HallOver the Ocean published by Chronicle Books LLC, written and illustrated by Taro Gomi and translated from the Japanese by Taylor NormanPura Belpre (Author) AwardJuana & Lucas written by Juana Medina, is the Pura Belpré Author Award winner. The book is illustrated by Juana Medina and published by Candlewick PressPura Belpre (Illustrator) AwardLowriders to the Center of the Earth illustrated by Raúl Gonzalez, written by Cathy Camper and published by Chronicle Books LLCAndrew Carnegie MedalRyan Swenar Dreamscape Media, LLC, producer of “Drum Dream Girl: How One Girl’s Courage Changed Music”Theodor Seuss Geisel AwardWe Are Growing: A Mo Willems’ Elephant & Piggie Like Reading! Book written by Laurie Keller. The book is published by Hyperion Books for Children, an imprint of Disney Book GroupRobert F. Sibert Informational Book MedalMarch: Book Three written by John Lewis and Andrew Aydin and illustrated by Nate Powell, published by Top Shelf Productions, an imprint of IDW Publishing, a division of Idea and Design Works LLC  Stonewall Book Awards - ALA Gay, Lesbian, Bisexual, and Transgender Round Table (GLBTRT)Mike Morgan & Larry Romans Children’s & Young Adult Literature AwardIf I Was Your Girl written by Meredith Russo and published by Flatiron BooksMagnus Chase and the Gods of Asgard: The Hammer of Thor written by Rick Riordan and published by Disney Hyperion, an imprint of Disney Book GroupHonor BooksPride: Celebrating Diversity & Community written by Robin Stevenson and published by Orca Book PublishersUnbecoming written by Jenny Downham and published by Scholastic Inc. by arrangement with David Fickling BooksWhen the Moon Was Ours written by Anna-Marie McLemore and published by Thomas Dunne Books, an imprint of St. Martin’s Press2017 Children’s Literature Association Phoenix AwardsPhoenix Award  2017Wish Me Luck by James Heneghan Farrar Straus Giroux, 1997Phoenix Honor Books 2017Seedfolks by Paul Fleischman HarperCollins, 1997Habibi by Naomi Shihab Nye Simon & Schuster, 19972017 Phoenix Picture Book AwardTell Me a Season by Mary McKenna Siddals & Petra Mathers Clarion Books, 1997One Grain of Rice: A Mathematical Tale by Demi Scholastic, 1997 CONFERENCESMarchSerendipity 2017: From Beginning to End (Life, Death, and Everything In Between) The Vancouver Children’s Literature Roundtable Mar. 4, 2017 | 8am to 3:30 pm | UBC Ike Barber LibraryJuneChildren’s Literature Association ConferenceHosted by the University of South Florida June 22-24, 2017 Tampa, FL  Hilton Tampa Downtown Hotel Conference Theme: Imagined FuturesJulyInternational Research Society for Children’s Literature (IRSCL) Congress 2017 – Toronto July 29 - August 2, 2017  Keele Campus, York University  The Congress theme is “Possible & Impossible Children: Intersections of Children’s Literature & Childhood Studies." That is all for this issue. Best wishes!Hanne Pearce, Communication Editor 

scholarly journals Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

2021 ◽  
Vol 11 (10) ◽  
pp. 588
Author(s):  
James Russo ◽  
Toby Russo ◽  
Anne Roche
Keyword(s):  
Children's Literature ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Short Film ◽  
Mathematical Work ◽  
Mathematical Ideas ◽  
Dynamic Representation ◽  
Movie Clip ◽  
Short Films ◽  
Picture Story

Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

Technology in the Mathematics Classroom

2011 ◽  
pp. 114-133 ◽  
Author(s):  
Robin J. Ittigson ◽  
John G. Zewe
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Information Support ◽  
Visual Images ◽  
National Council ◽  
Problem Solving Skills ◽  
Mathematical Ideas ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

According to the National Council of Teachers of Mathematics, technology is essential in teaching and learning mathematics. It influences how mathematics should be taught and enhances what students learn. Calculators and computers present visual images of mathematical ideas for students. They help students organize information, support investigations, and develop decision-making, reflection, reasoning, and problem-solving skills.

Promoting Mathematical Explorations through Children's Literature

1994 ◽  
Vol 41 (7) ◽  
pp. 394-399 ◽  
Author(s):  
David J. Whitin ◽  
Cassandra C. Gary
Keyword(s):  
South Carolina ◽  
Children's Literature ◽  
Mathematical Thinking ◽  
Children’S Literature ◽  
First Grade ◽  
Mathematical Concepts ◽  
Way Of Thinking ◽  
Grade Classroom ◽  
Literary Experience

Children's literature can be an important vehicle to use when exploring various mathematical concepts (Whitin and Wilde 1992). Stories can help students understand the meaningful contexts that support mathematical thinking. They will see mathematics not as a prescribed set of algorithms to master but as a way of thinking about their world. Children's literature present a nonthreatening avenue to test out current notions about important mathematical concepts. The following two classroom scenarios occurred in Cassandra Gary's first-grade classroom in Irmo. South Carolina. She used two pieces of literature, The Line-up Book (Russo 1986) and The Doorbell Rang (Hutchins 1986), on two different occasions a springboards for mathematical thinking. The first book enabled her students to explore the concept of length, and the second story reinforced the concept of partitioning. Although each book ha a mathematical dimension, it is important to remember that they are, first and foremost, good pieces of literature. Each book is a unique literary experience and should be enjoyed for its own ake first. Gary read each story to the class cveral times and let the students voice their peronal. spontaneous observations and predictions. By so doing, the integrity of the literature is respected and preserved.

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