In reviewing the article Math and Literature: A Match Made in the Classroom

by Cara Bafile the concept of interdisciplinary teaching is discussed. The author of

the article reflects on the topic from an interview with Marilyn Burns. Burns is the
author of Books in which she uses original and traditional literature to teach
mathematical concepts to elementary students. By utilizing the connections the
students can make to mathematics in familiar stories and concepts complex
material can be put into a context that the students can understand. Also, students
become engaged in the story and can begin to understand the concepts without
focusing on mathematics.
Burns states that by incorporating younger students math lessons with
picture books and literature the students begin to understand the necessity for
math. However this concept is not just helpful for the students. Teachers benefit
from this design as well. There are a lot of teachers that are not comfortable with
teaching mathematics concepts. To this fact by utilizing literature and picture books
the teacher can become more comfortable with the concepts than in a text alone.
Teachers learn to connect with the material as well becoming a bridge for their
students from literature to mathematics.
The process is very simple according to Burns. She feels that there is no
better way to begin to use literature in math than to jump right in and lesson plan.
The planning is very similar to other types of language arts. A class read-a-loud can
begin the lesson by prompting the same questions as in a large reading group. The
teacher can then ramp up the students engagement by learning about the
literature first and then discussing the math concepts. After the discussion from the
language arts point of view the students can begin activities that are associated

with the book in the math curriculum. The point of focus should remain on the
problem-solving and reasoning strategies.
The concept of literature and math is not just for the general population
student. The special education student can gain connections from this concept as
well. By tying the lessons together with math and language arts the association is
easier for the special education students. They can take the familiar concepts and
translate them into ideas that they understand. The real ideas will help these
learners engage in concepts that they can use as life skills.
Finally, Burns points out that not all books must be blatantly math related.
Literature can be used in a variety of ways. Stories of travel can be used to
understand money concepts. Movies can be shown and story problems can be
created from scenes. Many forms of real life stories can be utilized as lessons in
math. We use math in our daily lives and literature can help bring those to our
students in familiar settings.