Can literature be used to foster mathematical reasoning and performance? The answer, according to Curcio, Zarnowski and Vigliarolo (1995) is "yes." Indeed, the authors feel that poetry dealing with numbers is a particularly good literary mode for sparking mathematical interest and facilitating comprehension.
An example of how poetry dealing with numbers can facilitate math learning is provided by Curcio et. al (1995) in their description and discussion of children's responses to a poem entitled, "Overdues." In the book, a character owes the library a fine for a book he has not returned in 42 years. Based on their discussion of the poem, children became interested in determining just how much money was owed to the library.
With respect to learning, in their attempts to compute the fine, children were able to use a variety of mathematical strategies for solving the problem and to then decide which of the strategies produced the most accurate sum owed. Also, they applied some of their strategies to different versions of the problem and then proceeded to actually create their own mathematical poetry.
The final point made by Curcio et. al (1995) was that in working with poems, teachers will want to make sure that they select powers which compliment the math curriculum of their schools. In other words, the simple fact that a poem deals with numbers may not be sufficient a criterion for selection.
Schneider (1995) also used literature as a means of fostering logical thinking in general and mathematical reasoning in particular in her class of 40 primary students. By reading stories in which numbers were prominently featured, children became both interested and invested in solving mathematical problems of estimation and probability as well as in tasks involving collecting, sorting, classifying, displaying and interpreting data.
For example, the children all read a book entitled, "The Wolf's Chicken Stew," in which th...