{"id":25712,"date":"2025-10-02T05:00:00","date_gmt":"2025-10-02T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=25712"},"modified":"2025-10-01T11:01:52","modified_gmt":"2025-10-01T18:01:52","slug":"how-mathematizing-childrens-literature-can-get-kids-excited-about-math","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/how-mathematizing-childrens-literature-can-get-kids-excited-about-math\/","title":{"rendered":"How mathematizing children\u2019s literature can get kids excited about math"},"content":{"rendered":"

\"\"Since leaving the classroom and transitioning into educational publishing, I have primarily worked on math content. This has resulted in me getting tagged as a \u201cmath person.\u201d For now, we\u2019ll ignore all the issues of categorizing people as either \u201cmath people\u201d or \u201cnon-math people\u201d (although you can check out my colleague Fenesha Hubbard\u2019s great article<\/a> on the impact of such labels). For me, what has come of this labeling is the great surprise expressed by others when I convey my love for and knowledge of children\u2019s literature.<\/p>\n

Whether born out of the human need to categorize, or as a result of the prevalence of math anxiety<\/a>, I have always found it odd that we view the subjects of ELA and math as such polar opposites. The contemporary approach to teaching math\u2014in which students actively test ideas, explore patterns, develop multiple solution approaches, and regularly engage in discussion to both explain their reasoning and hear that of others\u2014shares much DNA with active and engaged ELA classrooms. In my article on helping students develop perseverance in math<\/a>, I cite ideas from Julie\u2019s \u201c5 reasons to give students feedback on their writing process\u201d<\/a> to argue that mathematical problem-solving should be treated as a recursive process like writing. I have also explored the benefits of writing in math class<\/a>\u00ad\u2014and my experience of being questioned by colleagues about why we would ever ask students to do this.<\/p>\n

All this to say, I was thrilled to come across Allison Hintz and Anthony Smith\u2019s book, Mathematizing Children\u2019s Literature: Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion<\/em><\/a>. The purpose of the book is to help teachers extend the joy of reading aloud to the joy of exploring mathematics, and I couldn\u2019t wait to discuss it with my colleague Julie.<\/p>\n

What is mathematizing?<\/h2>\n

The term \u201cmathematizing\u201d is not new, and you may be surprised to learn that mathematizing is something we all naturally do. Essentially, it is how children (and adults) combine curiosity and mathematics to make sense of the world. When my daughters were young, their grandfather was a giant to them, both in his importance in their life and because he was six feet tall. When considering lengths, they would often think in terms of how many grandpas a given distance would be. They were using a personal frame of reference to make sense of the world in a mathematical way. They were, in essence, mathematizing.<\/p>\n

To mathematize is to actively observe, wonder, ask questions, and pose solutions. Engaging in active mathematical inquiry and exploration is exciting! As Catherine Twomey Fosnot and Maarten Dolk<\/a> put it, \u201cWhen mathematics is understood as mathematizing one\u2019s world\u2014interpreting, organizing, inquiring about, and constructing meaning with a mathematical lens\u2014it becomes creative and alive.\u201d Mathematizing children\u2019s literature is simply extending students\u2019 natural mathematical curiosity to picture books and stories, encouraging them to make observations, pose questions, and seek solutions based on the story and illustrations.<\/p>\n

Mathematizing stories vs. solving a story problem<\/h2>\n

You may be wondering how mathematizing children\u2019s stories differs from giving students story problems to solve. Although high-quality story problems can<\/em> be rich and open-ended and also encourage deep and diverse mathematical thinking, many story problems tend to be much more linear and close-ended. Story problems usually come with a set agenda; they are often a way to practice and apply a skill taught in class with little variation or thought required. Even when multiple solution paths are possible, the question being asked is typically very narrow, and it is posed by either the teacher or the curriculum.<\/p>\n

In contrast, mathematizing centers around student-generated questions, which may or may not relate to the current topic in math class. Hintz and Smith detail the difference between story problems\u2014where \u201cthe problem is defined, and the question is posed\u201d\u2014and exploring math that arises from a story context. With a story problem, \u201cThe information to solve is given. The purpose is to calculate and get a correct answer (and probably quickly!), not to think mathematically about the world.\u201d With mathematizing stories, \u201cThe power of not posing the question is that children get to be the mathematicians who ask and investigate their own questions.\u201d This transforms students from passive doers of tasks to active investigators of their own wonderings and ideas.<\/p>\n

Why mathematize children\u2019s literature?<\/h2>\n

In illuminating the difference between solving story problems and mathematizing children\u2019s literature, we have begun to unpack some of the benefits of mathematizing. Let\u2019s dig a little deeper into how this approach can support students\u2019 understanding and love of mathematics.<\/p>\n

Rediscovering the joy of math<\/em><\/h2>\n

In reading Hintz and Smith\u2019s book, one of the key benefits that struck me was how mathematizing stories makes math\u2014wait for it\u2014playful<\/em>. I am willing to wager that if you asked people if they thought of math as playful, you might be met with some skepticism. For many of us, math has been taught as a series of facts and procedures to be committed to memory, not as something we would actively seek to explore for the fun of it. Giving children the space and time to explore the world mathematically<\/a> and allowing them to pursue their own curiosity invites them to enjoy math and to see it as a vehicle for sense making rather than as a chore.<\/p>\n

Empowering students to think of math in powerful ways <\/em><\/h2>\n

By expanding math discussions beyond the focus of the current math lesson, mathematizing gives teachers and students a space to explore \u201cBig Ideas\u201d in mathematics. Randall Charles<\/a> describes \u201cBig Ideas\u201d as ideas \u201ccentral to the learning of mathematics,\u201d which link \u201cnumerous mathematical understandings into a coherent whole.\u201d \u201cBig Ideas make connections,\u201d he adds, and he provides this example of a Big Idea: \u201cAny number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.\u201d The concepts of place value and of units are other examples.<\/p>\n

While different people have identified different sets of Big Ideas<\/a> (check out our formative conversation starters<\/a> for one set), exploring Big Ideas helps students understand math as a cohesive, interconnected discipline, rather than a series of seemingly unrelated procedures. For teachers, understanding the connections and progressions of concepts within a Big Idea helps them see where students are in their mathematical understanding and plan instruction not just with the current skill in mind but also with the deeper understanding of how this skill connects to skills already learned, and to still-to-be-learned topics as well.<\/p>\n

Expanding the idea of who gets to ask math questions<\/em><\/h2>\n

Typically in math classes, it is the teacher or the curriculum who pose the questions. While students may ask questions of each other in discussions of different solution methods, this is different from posing mathematical questions.<\/p>\n

Allowing students to ask mathematical questions about observations from books accomplishes several things. First, you are helping them see how mathematics can be a means for understanding the world. By guiding them through asking questions and exploring ways to understand them mathematically, you help them learn that real math exists beyond a textbook page. Such opportunities reinforce students\u2019 view of themselves as mathematicians capable of wrestling with big, open-ended, and even messy mathematical ideas. Finally, the problem-posing that comes out of mathematizing literature can support deeper learning and enjoyment of math. A meta-analysis of 20 research studies on problem-posing<\/a> showed a \u201csignificant impact on learners\u2019 problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics.\u201d<\/p>\n

Hearing children\u2019s thinking and listening to understand their reasoning<\/em><\/h2>\n

Encouraging rich dialogue is a key element of a math classroom. What is unique about the dialogue that happens when exploring math concepts this way is the breadth and depth of concepts explored. Because these discussions are not restricted to the math topic of the day, you can get a broader sense of students\u2019 mathematical understanding relative to a variety of concepts.<\/p>\n

_____________________________________________________________________________________<\/p>\n

How can you mathematize?<\/h2>\n

When Mary first introduced mathematizing to me, the potential for this kind of expansive thinking naturally led me to the question: How do I get started? Fortunately, mathematizing children\u2019s literature won\u2019t require you to build a whole new classroom library (which was my initial concern). It begins with looking at the books you already have\u2014through a new \u201cmathematizing\u201d lens.<\/p>\n

Hintz and Smith suggest taking the following three steps to begin your mathematizing journey.<\/p>\n

1. Choose texts <\/em><\/h2>\n

Start by exploring which books in your current library fit into the three mathematizing categories: text-dependent books, idea-enriching books, and illustration-exploring books. This is a great way to sharpen your lens and uncover hidden potential in beloved titles. Keep in mind that many books naturally overlap categories, so there may not be a perfect fit. When choosing books, the single most important factor to consider is whether it sparks interest.<\/p>\n

Text-dependent books <\/strong>might be thought of as \u201cmathy\u201d books because math is central to the story\u2019s plot. These books invite readers to think like mathematicians and are hard to grasp without applying math skills. Some are simple counting books or stories that explore division, multiplication, and fractions through sharing. Others focus on more advanced concepts like area, perimeter, spatial reasoning, or even geometry. A personal favorite is Sir Cumference and the First Round Table<\/em>.<\/p>\n

Idea-enriching books<\/strong> have lots of potential, but mathematics is not central to the story. In these books, pausing to notice math ideas can deepen understanding of the setting, characters, plot, and themes. These kinds of books work particularly well with the \u201cOpen, notice, and wonder\u201d exercise featured later in this article. Listening to students\u2019 noticings and wonderings during a read-aloud reveals how mathematical thinking can sometimes unlock a story\u2019s deeper meaning. For example, Hintz and Smith detail how trying to determine the height of the diving board in Jabari Jumps<\/em> gives insight into Jabari\u2019s character: he is brave to jump from so high up!<\/p>\n

Illustration-exploring books<\/strong> offer brief moments where you might pause and think mathematically. For example, the illustrations might provide opportunities for counting, or they may show different combinations of the same number of animals, friends, or balloons. Sometimes, illustrations alone can spark fresh insights about the story, math, or both.<\/p>\n

Being open to what students notice and wonder, and encouraging them to approach books with curiosity, can reveal mathematical concepts in ways that aren\u2019t obvious to us as adult readers. When exploring Lizi Boyd\u2019s wordless book Flashlight<\/em>, students might initially focus on the nature revealed in the flashlight beam. With further exploration and an invitation to mathematize, they may also begin thinking about the fractions and angles represented by the beam of light, or even what fraction of the child is illuminated when the light is turned on them.<\/p>\n

2. Explore texts<\/em><\/h2>\n

Once you\u2019ve chosen a text, you can explore it through multiple reads, uncovering new ideas and connections each time. A good example is The Mitten<\/em> by Jan Brett. This picture book is based on a traditional Ukrainian folktale and works nicely as a K\u20131 read-aloud. It tells the story of a boy named Nicki who loses one of his white wool mittens in the snow. As forest animals crawl inside for warmth, the mitten stretches beyond what seems possible to make room for each new guest, inviting readers to think about size, space, and the story in playful and meaningful ways.<\/p>\n

Mary and I decided to do multiple reads of The Mitten<\/em> together, to explore how we might approach this with a class.<\/p>\n

\u201cOpen, notice, and wonder\u201d exercise. <\/strong>We began with an \u201cOpen, notice, and wonder\u201d read of The Mitten. <\/em>This approach helped us slow down and listen closely to what students might genuinely observe and question as the story unfolds. Here\u2019s our running list of ideas that came up during the read-aloud, shared in the kinds of words young learners might use.<\/p>\n