Exploring Mathematical Concepts in Literature.

Kribs Zaleta, Christopher M.; Ruebel, Kim K.

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Title: Exploring Mathematical Concepts in Literature

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Title:	Exploring Mathematical Concepts in Literature
Authors:	Kribs Zaleta, Christopher M.; Ruebel, Kim K.
Descriptors:	Picture Books; Mathematical Concepts; Mathematics Instruction; Content Area Reading; Problem Solving; Learning Activities; Language Arts; Inquiry; Story Reading; Teaching Methods; Middle School Students; Computation; Probability; Secondary School Mathematics
Source:	Middle School Journal, v40 n1 p36-42 Sep 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Date:	2008-09-00
Pages:	7
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Much has been written on the subject of linking math and literature. However, the focus is usually on the incorporation of reading into a math class--how a teacher might use picture books, problems, or stories, in general, to bring enthusiasm and engagement into the math classroom. In this article, the authors propose that teachers think about linking these two subjects in the opposite way, incorporating math into a literature class as a means to build comprehension and enthusiasm and as a way to discover mathematical concepts as they exist in literature. The authors describe a philosophical and pedagogical basis for incorporating mathematical concepts, inquiry, and problem solving into a language arts classroom, as they may naturally fit with the curriculum. Although the form of these discussions varies with each story and especially with grade level--moving from questions of "what" and "how" to "why"--the underlying tenet remains constant: mathematical concepts should be found and explored as they are encountered in stories and other literature. The authors also discuss and suggest ideas that provide a framework for implementing this kind of curricular integration. (Contains 1 figure.)
Abstractor:	ERIC
Reference Count:	16

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Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0094-0771
Audiences:	N/A
Languages:	English
Education Level:	Middle Schools
Direct Link:	http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/September2008/tabid/1737/Default.aspx

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