I’m preparing a power point presentation for a series of sessions at NCTM meetings this autumn. My session is: Stories that Count: Literature in the Math Classroom.

In choosing books to include in the session, I have 2 caveats:         

1. All books aren’t meant for mathematics. Books shouldn’t be “twisted” in order to suit math instruction purposes. If we want to use literature as a way to give math meaning, the books we choose should contain good, relevant math. 
2.  We must choose good literature. If we introduce children to a book, let’s make it a good book!

The seminal ideas of math are rather easily defined; NCTM standards detail content to be mastered at each grade level. The second admonition is, perhaps, more perilous. What are the characteristics of good literature?

I have several  ideas, but they’re mine:

1. Good literature should keep you interested and entertained.
2. It should have a theme: It should be funny or sad or suspenseful or….
3. It should have a certain universal appeal and be able to withstand the test of time.
4. And (this is a pet peeve) children’s literature should be well written. Books, at this stage, form a building block of language; grammar, syntax, meter, etc., become important examples.

I also offer these quotes:

“My definition of good literature is that which can be read by an educated reader, and reread with increased pleasure.”  Gene Wolfe

(Goodnight Moon; Somebody Loves You, Mr. Hatch: “Read it again, Mommy.” ) 

“A true classic has enriched the human mind, increased its treasure, and caused it to advance a step.” Charles Augustin Sainte-Beuve

(The Giving Tree)

But these are only my thoughts. I’d really enjoy hearing other ideas. Anyone have some to share?

Posted by marianne on Saturday, September 12th, 2009 at 11:12 am under Books, Reaching children, Writing and . Comment RSS 2.0 feed. Comment, or trackback.