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

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