Middle school students’ views on a children’s book incorporating mathematical concepts

OpenAlex İngilizce

Children’s literature integrating mathematical concepts is an effective pedagogical tool for fostering mathematical thinking and enhancing conceptual understanding. By embedding mathematical ideas within narrative structures, such literature can render mathematical content more accessible and meaningful. This study investigates middle school students’ perceptions of children’s literature incorporating mathematical concepts, examining its perceived benefits and challenges within mathematics instruction. The research was conducted with 14 middle school students from a public school in the Western Black Sea Region, employing a qualitative case study methodology. Content analysis was utilized to examine students’ perspectives. Findings indicate that participants generally held positive attitudes toward such literature, recognizing its potential to facilitate mathematics learning, though certain challenges were identified. Many students recommended these books to peers who struggle with mathematics or demonstrate limited interest in the subject. Participants provided favorable evaluations regarding the book's narrative style, character development, and integration of mathematical concepts, though some critiques were noted. The findings underscore the necessity of a well-structured relationship between textual and visual elements to optimize instructional effectiveness. Future research should explore the integration of children’s literature in mathematics education across diverse educational levels and examine the pedagogical implications of various literary genres in supporting mathematical learning.