Research Article
BibTex RIS Cite

Children Literature and Mathematics: Analyzing the Educational Potential of Math-Themed Books

Year 2025, Volume: 13 Issue: 26, 654 - 677

Rüveyda Karaman Dündar

Abstract

Effective mathematical communication plays a key role in students' understanding and success in mathematics, and studies emphasize the value of children's literature, which weaves in mathematical concepts, as it helps learners connect tangible experiences with abstract ideas. This study explores two such books— How Many Lives Does Mathematics Have? and The Number Devil—through the lens of established Evaluation Standards for Children's Mathematical Books and Counting Book Typology found in academic literature. The results show that How Many Lives Does Mathematics Have? aligns well with middle school curricula and introduces mathematical ideas through real-world contexts and notable historical figures. On the other hand, The Number Devil uses an imaginative storyline and mythical character. Its structure makes it appealing to both middle and high school audiences. Both books use narrative and illustrations to present mathematical ideas in accessible ways. This study emphasizes the potential of children’s literature regarding mathematical communication and conceptual understanding and offers guidance for educators seeking engaging, content-rich children's books for classroom use.

Keywords

Children math-themed children student

Ethical Statement

Acknowledgement Due to the scope and method of the study, ethics committee permission was not required.

References

  • Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in shared storybook reading. Journal for Research in Mathematics Education. 35(1), 5–33.
  • Buehl, D. (2023). Classroom strategies for interactive learning. Routledge.
  • Can, D., & Durmaz, B. (2023). An analysis of teachers’ beliefs about the integration of children’s literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
  • Casey, B., Kersh, J. E., & Mercer Young, J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19, 167–172.
  • Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63–74.
  • Cotti, R., & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7, 329–356.
  • Dewey, J. (1997). Experience and education. Touchstone.
  • Doig, B. (1989). Links: A guide to maths in children’s literature. Nelson.
  • 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, 45(6), 520–529.
  • English, L. D. (2010). Young children’s early modeling with data. Mathematics Education Research Journal. 22(2), 24–47.
  • English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. International Group for the Psychology of Mathematics Education, 2, 335–342.
  • Enzensberger, H. M. (1999). Sayı Şeytanı (İ. Özdemir, Çeviren). Can Sanat Yayınları.
  • Flevares, L. M., & Schiff, J. R. (2013). Engaging young learners in integration through mathematical modeling: asking big questions, finding answers, and doing big thinking. Advance in Early Education and Day Care, 17, 33–56.
  • Flevares, L. M., & Schiff, J. R. (2014). Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in Psychology, 5(459). http://doi.org/10.3389/fpsyg.2014.00459
  • Gaston, J. L. (2008). A review and an update on using children's literature to teach mathematics. https://files.eric.ed.gov/fulltext/ED503766.pdf
  • Hellwig, S. J., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices: Selecting children's trade books for mathematics instruction. Teaching Children Mathematics, 7(3), 138–143. https://doi.org/10.5951/TCM.7.3.0138
  • Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and assessing their quality. The Reading Teacher, 57(7), 618–629.
  • Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children’s literature. Early Childhood Research Quarterly, 7(2), 263–276.
  • Kress, G., & Van Leeuwin, T. (1996). Reading images: The grammar of visual design. Routledge.
  • Lewis, D. (2001). Reading contemporary picture books: Picturing text. Routledge Falmer.
  • Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education, 26(1), 5-26. https://doi.org/10.1007/s10857-021-09517-0
  • Marston, J. (2010). Developing a framework for the selection of picture books to promote early mathematical development. In Mathematics Education Research Group of Australasia, (pp. 383–390).
  • Marston, J., Muir, T., & Livy, S. (2013). Can we really count on Frank? Teaching Children Mathematics, 19(7), 440–448.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. A Wiley Imprint.
  • Ministry of National Education [MoNE] (2024). Mathematics teaching program (Middle School 5, 6, 7, ve 8. Grades).
  • Monroe, E. E., Young, T. A., Fuentes, D. S., & Dial, O. H. (2018). Deepening student's mathematical understanding with children's literature. National Council of Teachers of Mathematics.
  • Moyer, P. S. (2000). Communicating mathematically: Children's literature as a natural connection. The Reading Teacher, 54(3), 246–255.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
  • Nesmith, S. M., & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279–297. https://doi.org/10.1080/02568543.2010.510086
  • Nurnberger-Haag, J., Alexander, A. N., & Powell, S. R. (2021). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics. Mathematical Thinking and Learning, 23(2), 145–169. https://doi.org/10.1080/10986065.2020.1777365
  • Op‘t Eynde, E., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2023). Shared picture book reading in early mathematics: A systematic literature review. Journal Für Mathematik-Didaktik (Internet), 44(2), 505–531. https://doi.org/10.1007/s13138-022-00217-7
  • Schiro, M. (1997). Integrating children's literature and mathematics in the classroom: Children as meaning makers, problem solvers, and literary critics. Teachers College Press
  • Shatzer, J. (2008). Picture book power: Connecting children’s literature and mathematics. Reading Teacher, 61, 649–653.
  • Sianturi, M., & Hurit, A. A. (2024). ‘I want to read this book again!’ decolonizing children’s literature to support indigenous children in reading and mathematics learning. Journal of Intercultural Studies, 45(2), 338–362.
  • Uygun, M. (2022). Matematiğin kaç canı var? Cezve Çocuk Yayınları.
  • Vaughan, J. L., & Estes, T. H. (1986). Reading and reasoning beyond the primary grades. Allyn & Bacon.
  • Van den Heuvel-Panhuizen, M., Van den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30–39.
  • Van Elsen, J., Catrysse, L., & De Maeyer, S. (2024). The effect of interactive picturebook reading on problem-solving skills in preschool: A quasi-experiment. Early Childhood Education Journal, 52(7), 1471–1485.
  • Van Oers, B. (2013). “Communicating about number: Fostering young children’s mathematical orientation in the world,” in Reconceptualizing Early Mathematics Learning, eds L. D. English and J. T. Mulligan (Springer).
  • Welchman-Tischler, R. W. (1992). How to use children’s literature to teach mathematics. National Council of Teachers of Mathematics.
  • Whitin, D. J., & Whitin, P. E. (1996). Fostering metaphorical thinking through children's literature. In P.C. Elliott (Ed.), Communication in mathematics: K-12 and beyond, 1996 yearbook of the National Council of Teachers of Mathematics (pp. 60-65). National Council of Teachers of Mathematics.
  • Zazkis, R., & Liljedahl, P. (2009). Teaching mathematics as storytelling. Sense Publishers.

Children Literature and Mathematics: Analyzing the Educational Potential of Math-Themed Books

Year 2025, Volume: 13 Issue: 26, 654 - 677

Rüveyda Karaman Dündar

Abstract

Effective mathematical communication plays a key role in students' understanding and success in mathematics, and studies emphasize the value of children's literature, which weaves in mathematical concepts, as it helps learners connect tangible experiences with abstract ideas. This study explores two such books— How Many Lives Does Mathematics Have? and The Number Devil—through the lens of established Evaluation Standards for Children's Mathematical Books and Counting Book Typology found in academic literature. The results show that How Many Lives Does Mathematics Have? aligns well with middle school curricula and introduces mathematical ideas through real-world contexts and notable historical figures. On the other hand, The Number Devil uses an imaginative storyline and mythical character. Its structure makes it appealing to both middle and high school audiences. Both books use narrative and illustrations to present mathematical ideas in accessible ways. This study emphasizes the potential of children’s literature regarding mathematical communication and conceptual understanding and offers guidance for educators seeking engaging, content-rich children's books for classroom use.

Keywords

Children math-themed children student

References

  • Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in shared storybook reading. Journal for Research in Mathematics Education. 35(1), 5–33.
  • Buehl, D. (2023). Classroom strategies for interactive learning. Routledge.
  • Can, D., & Durmaz, B. (2023). An analysis of teachers’ beliefs about the integration of children’s literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
  • Casey, B., Kersh, J. E., & Mercer Young, J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19, 167–172.
  • Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63–74.
  • Cotti, R., & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7, 329–356.
  • Dewey, J. (1997). Experience and education. Touchstone.
  • Doig, B. (1989). Links: A guide to maths in children’s literature. Nelson.
  • 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, 45(6), 520–529.
  • English, L. D. (2010). Young children’s early modeling with data. Mathematics Education Research Journal. 22(2), 24–47.
  • English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. International Group for the Psychology of Mathematics Education, 2, 335–342.
  • Enzensberger, H. M. (1999). Sayı Şeytanı (İ. Özdemir, Çeviren). Can Sanat Yayınları.
  • Flevares, L. M., & Schiff, J. R. (2013). Engaging young learners in integration through mathematical modeling: asking big questions, finding answers, and doing big thinking. Advance in Early Education and Day Care, 17, 33–56.
  • Flevares, L. M., & Schiff, J. R. (2014). Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in Psychology, 5(459). http://doi.org/10.3389/fpsyg.2014.00459
  • Gaston, J. L. (2008). A review and an update on using children's literature to teach mathematics. https://files.eric.ed.gov/fulltext/ED503766.pdf
  • Hellwig, S. J., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices: Selecting children's trade books for mathematics instruction. Teaching Children Mathematics, 7(3), 138–143. https://doi.org/10.5951/TCM.7.3.0138
  • Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and assessing their quality. The Reading Teacher, 57(7), 618–629.
  • Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children’s literature. Early Childhood Research Quarterly, 7(2), 263–276.
  • Kress, G., & Van Leeuwin, T. (1996). Reading images: The grammar of visual design. Routledge.
  • Lewis, D. (2001). Reading contemporary picture books: Picturing text. Routledge Falmer.
  • Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education, 26(1), 5-26. https://doi.org/10.1007/s10857-021-09517-0
  • Marston, J. (2010). Developing a framework for the selection of picture books to promote early mathematical development. In Mathematics Education Research Group of Australasia, (pp. 383–390).
  • Marston, J., Muir, T., & Livy, S. (2013). Can we really count on Frank? Teaching Children Mathematics, 19(7), 440–448.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. A Wiley Imprint.
  • Ministry of National Education [MoNE] (2024). Mathematics teaching program (Middle School 5, 6, 7, ve 8. Grades).
  • Monroe, E. E., Young, T. A., Fuentes, D. S., & Dial, O. H. (2018). Deepening student's mathematical understanding with children's literature. National Council of Teachers of Mathematics.
  • Moyer, P. S. (2000). Communicating mathematically: Children's literature as a natural connection. The Reading Teacher, 54(3), 246–255.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
  • Nesmith, S. M., & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279–297. https://doi.org/10.1080/02568543.2010.510086
  • Nurnberger-Haag, J., Alexander, A. N., & Powell, S. R. (2021). What counts in number books? A content-domain specific typology to evaluate children’s books for mathematics. Mathematical Thinking and Learning, 23(2), 145–169. https://doi.org/10.1080/10986065.2020.1777365
  • Op‘t Eynde, E., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2023). Shared picture book reading in early mathematics: A systematic literature review. Journal Für Mathematik-Didaktik (Internet), 44(2), 505–531. https://doi.org/10.1007/s13138-022-00217-7
  • Schiro, M. (1997). Integrating children's literature and mathematics in the classroom: Children as meaning makers, problem solvers, and literary critics. Teachers College Press
  • Shatzer, J. (2008). Picture book power: Connecting children’s literature and mathematics. Reading Teacher, 61, 649–653.
  • Sianturi, M., & Hurit, A. A. (2024). ‘I want to read this book again!’ decolonizing children’s literature to support indigenous children in reading and mathematics learning. Journal of Intercultural Studies, 45(2), 338–362.
  • Uygun, M. (2022). Matematiğin kaç canı var? Cezve Çocuk Yayınları.
  • Vaughan, J. L., & Estes, T. H. (1986). Reading and reasoning beyond the primary grades. Allyn & Bacon.
  • Van den Heuvel-Panhuizen, M., Van den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30–39.
  • Van Elsen, J., Catrysse, L., & De Maeyer, S. (2024). The effect of interactive picturebook reading on problem-solving skills in preschool: A quasi-experiment. Early Childhood Education Journal, 52(7), 1471–1485.
  • Van Oers, B. (2013). “Communicating about number: Fostering young children’s mathematical orientation in the world,” in Reconceptualizing Early Mathematics Learning, eds L. D. English and J. T. Mulligan (Springer).
  • Welchman-Tischler, R. W. (1992). How to use children’s literature to teach mathematics. National Council of Teachers of Mathematics.
  • Whitin, D. J., & Whitin, P. E. (1996). Fostering metaphorical thinking through children's literature. In P.C. Elliott (Ed.), Communication in mathematics: K-12 and beyond, 1996 yearbook of the National Council of Teachers of Mathematics (pp. 60-65). National Council of Teachers of Mathematics.
  • Zazkis, R., & Liljedahl, P. (2009). Teaching mathematics as storytelling. Sense Publishers.
There are 42 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Rüveyda Karaman Dündar 0000-0002-8903-9627

Early Pub Date July 14, 2025
Publication Date
Submission Date February 13, 2025
Acceptance Date June 2, 2025
Published in Issue Year 2025 Volume: 13 Issue: 26

Cite

APA Karaman Dündar, R. (2025). Children Literature and Mathematics: Analyzing the Educational Potential of Math-Themed Books. Journal of Computer and Education Research, 13(26), 654-677.
 Download Cover Image

download13894         13896   13897 14842      3365633655


Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.