Research School Network: Storybooks: a common denominator Engaging children with mathematical concepts through story and picture books

The importance of exposing children to a wide range of texts to support literacy development is well understood. Storybooks and picture books are also a fantastic resource for teaching mathematics; many storybooks have pictures and storylines that feature important early maths concepts, such as numbers, shapes, patterns, and measurement. This aligns with recommendation 2 from the EEF Improving Mathematics in the Early Years and Key Stage 1 Guidance Report which focuses on dedicating time for children to learn mathematics and integrating this learning throughout the day. Daily activities targeting specific maths concepts and skills can take various forms including puzzles, songs, rhymes, puppet play, games and storybooks. 

Flevares and Schiff (2014) highlight that when children see a storybook or a picture book, they may not immediately associate it with mathematical ideas but when selected carefully, practitioners can identify opportunities for mathematical talk and questioning.Talking about the maths found in picture books can support children’s curiosity and enjoyment of maths. In addition, Jenner (2002) emphasises the potential of picture and storybooks for supporting the mathematics learning of students of a wide range of learner characteristics including those with low self-efficacy.

The Very Hungry Caterpillar by Eric Carle

Mathematical concepts to explore: cardinal numbers, time – days of the week sequencing, and size (bigger/​smaller).

Counting:
The pictures of fruit show the cardinal values of the numbers, and the increasing page sizes show the way each number is one more than the one before.
How many strawberries did he eat? Did he eat more/​least strawberries than plums? On Saturday, how many bits of food did he eat all together? Can you match the number to the fruit to show many the caterpillar ate? Which fruit did he eat the most/​least of?

Whilst showing the pages, you can also practise subitising amounts to 5.

Simon Sock by Sue Hendra and Paul Linnet

Mathematical concepts to explore: odd and even, sequencing, counting and pattern

This is a fabulous book to introduce children to the concept and language of ​‘odd’. I then go onto teaching odd and even numbers and the children really grasp the meaning of making pairs for even and it being odd if one is left over. We also extend maths vocabulary by counting, sequencing events and describing the patterns on the socks. You could also count in 2’s.

For example:

The EEF Guidance Reports also provides the following examples:

You may have your own favourite that you integrate as part of your teaching. Mathematics Through Stories, a U.K. organisation that promotes the teaching of mathematics through stories, is another useful source for stories and resources. Development and Research in Early Mathematics Education (DREME) based at Stanford University also have a variety of resources and recommendations including story guides. 

EEF Improving Mathematics in Early Years and Key Stage 1 (2019)

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, 146 – 157