Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature

Abstract

AbstractThis article explores the potential of using children's literature in elementary mathematics classrooms as contexts for students to understand more fully the issues of equity, diversity, and inclusion. Informed by culturally responsive pedagogy, opportunities to link children's literature to mathematics education create cultural relevance for students and inspire confidence. An analytic framework for selecting and using children's literature provides a promising tool for teachers to question their resource choices and develop more culturally responsive pedagogy. Suggestions for resources that honor students' cultural identities, backgrounds, and languages offer teachers possibilities for building relationships, thinking mathematically, reading the world, and integrating for learning.