Three research studies support the use of picture books and literacy activities during math instruction:

· Capraro and Capraro (2006) determined that using picture books during math instruction was an effective way to increase a classroom’s understanding of geometric concepts. In their study, one classroom teacher provided 20 minutes of instruction around a picture book. In contrast, two classrooms of similar reading and math ability worked on independent seat work for 20 minutes. Pre and post tests in geometry ability were evaluated between the three classes. Students in the classroom that used picture books to introduce geometric concepts had significantly greater gains on their post test than the students who did not

receive this instruction.

· Phillips, Bardsley, Back, and Gibb-Brown (2009) created a professional development for math educators to teach effective comprehension and vocabulary strategies to enhance math instruction and increase engagement. Teachers incorporated several strategies and tools into math lessons like think alouds,

graphic organizers, direct instruction of vocabulary, and the use of word walls. Pre-reading strategies and

tools that were found to be effective were completing a KWL graphic organizer and looking through the text for unknown words.

· Tucker, Boggan, and Harper (2010) reviewed a study done by Leigh Ann Beard in 2003 that focused on teaching math through children’s literature to reduce math anxiety. She used the Mathematics Anxiety Scale for Children to determine students’ attitudes towards math before and after her nine week study. One group of students received direct instruction of math and the other group received math instruction that integrated children’s literature. All of the students in the children’s literature group had decreased level of math anxiety after the nine week study. Beard determined that pictures books were an effective way to create a risk-free environment where students are given a real-life context for hard to understand ideas. As a result, students’ positive attitudes towards math increased and their anxiety decreased.

Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature.

Phillips, D. C., Bardsley, M. E., Bach, T., & Gibb-Brown, K. (2009). “But I teach Math!” The

journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction.

Tucker, C., Boggan, M., & Harper, S. (2010). Using children’s literature to teach measurement.

· Capraro and Capraro (2006) determined that using picture books during math instruction was an effective way to increase a classroom’s understanding of geometric concepts. In their study, one classroom teacher provided 20 minutes of instruction around a picture book. In contrast, two classrooms of similar reading and math ability worked on independent seat work for 20 minutes. Pre and post tests in geometry ability were evaluated between the three classes. Students in the classroom that used picture books to introduce geometric concepts had significantly greater gains on their post test than the students who did not

receive this instruction.

· Phillips, Bardsley, Back, and Gibb-Brown (2009) created a professional development for math educators to teach effective comprehension and vocabulary strategies to enhance math instruction and increase engagement. Teachers incorporated several strategies and tools into math lessons like think alouds,

graphic organizers, direct instruction of vocabulary, and the use of word walls. Pre-reading strategies and

tools that were found to be effective were completing a KWL graphic organizer and looking through the text for unknown words.

· Tucker, Boggan, and Harper (2010) reviewed a study done by Leigh Ann Beard in 2003 that focused on teaching math through children’s literature to reduce math anxiety. She used the Mathematics Anxiety Scale for Children to determine students’ attitudes towards math before and after her nine week study. One group of students received direct instruction of math and the other group received math instruction that integrated children’s literature. All of the students in the children’s literature group had decreased level of math anxiety after the nine week study. Beard determined that pictures books were an effective way to create a risk-free environment where students are given a real-life context for hard to understand ideas. As a result, students’ positive attitudes towards math increased and their anxiety decreased.

**References**Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature.

*Reading Psychology, 27,*21-36*.*doi:10.1080/02702710500468716Phillips, D. C., Bardsley, M. E., Bach, T., & Gibb-Brown, K. (2009). “But I teach Math!” The

journey of middle school mathematics teachers and literacy coaches learning to integrate literacy strategies into the math instruction.

*Education, 129(3),*467-472.Tucker, C., Boggan, M., & Harper, S. (2010). Using children’s literature to teach measurement.

*Reading*

Improvement, 47(3),154-161.Improvement, 47(3),