Journal of Mathematics Teacher Education

, Volume 7, Issue 4, pp 329–356 | Cite as

Connecting Teacher Beliefs to the Use of Children’s Literature in the Teaching of Mathematics

  • Rainy Cotti
  • Michael Schiro


This article presents examples that illustrate how teachers use children’s literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of children’s literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers’ ideological positions relate to their use of children’s literature in the teaching of mathematics. The study examines two research questions

“Can an instructional tool be developed that will highlight for teachers the different ways in which they and others use children’s literature to teach mathematics?” and “Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)?” Study results indicate that both questions can be answered in the affirmative.


children’s literature curriculum ideologies curriculum integration mathematics instruction 


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Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  1. 1.Rhode Island CollegeRainy CottiChestnut HillUSA

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