Overview:
Mathematics and literature share important skills such as thinking, creativity, and problem solving, which shows how connecting the two subjects can deepen student learning and engagement.
Some teachers may refuse to lump English and math under the language arts subject, while other students may unsatisfiedly conclude that learning math is like learning a foreign language. There is some truth in the latter view considering, for example, that the basis for solving word problems in algebra is to translate words into mathematical expressions. Mathematics is a language that uses numbers and symbols to communicate instead of words. It is a language, like English, that tells a story and reveals in a compelling way the truths about human existence, nature and the world at large. In addition, maths and English share important skills.
Mathematics as a Language of Explanation
Mathematics and literature both rely on thinking, using logic and following rules to create a good mathematical or literary proof. Both enlighten us. Sharing with students the similarities between math and literature increases their appreciation and interest in both subjects, improves their performance and helps them become well-rounded people. As the British mathematician Sarah Hart wrote, “By seeing mathematics and literature as part of a common desire – to understand the world and our place in it – we can add to our experience of both…”.
“Mathematics and literature both rely on reasoning, using logic and following rules to create good proofs of mathematics or ancient texts.” – Francis Martini
My place in the world changed in 2017 when I retired and volunteered as a teacher at St Michael-St Clement Elementary/Middle School. The cornerstone of the middle school was laid in 1950, the same year I was born. In other words, we are both old but still striving to be useful. I have tutored Simone in math since 2022. He is remarkable for many reasons: his mathematical skills, willingness to improve, initiative and acceptance of responsibility. As the end of his last year of middle school drew near, I gave him a choice of topics for the rest of our tutoring sessions. This included helping him improve his writing skills, as he had said that reading books and writing assignments based on what he read were some of his favorite activities.
Simone’s Choice to Strengthen Her Writing
Given Simone’s determination to improve, it’s no surprise that she chose to get help to improve her writing skills. To prepare for our first writing session, Simone gave me a copy The giver by Lois Lowry, whose class she had just finished reading. The assignment was to rewrite the ending. In part, the instructions read: “…many people were frustrated with the ending as they were often left with unanswered questions… This is your chance to make things right and rewrite the ending!” Being asked to get the “correct” end of the story is like being asked for the correct math answer, except with one big exception. While math has a correct answer, much to the chagrin of some students, this is not the case with books.
The extent to which a book is appreciated and appreciated depends on the reader, judge and judge. Lois Lowry put it this way, “The giver it is many things to many different people. People bring to it their complex beliefs…hopes…dreams and fears…”. Simone accepted the challenge of writing, if not the “right” ending to a story, then one that gives her readers greater meaning and more satisfaction. The instructions also advise “…an ending The giver in a reasonable way.” That allowed Simone to use one of her best math skills. Because if the discipline was based on “thinking”, it is mathematics. For all who have studied mathematics, its requirement for students to think logically is one of its greatest gifts as logical thinking is universally necessary to improve any work we do.
The giver and the Challenge to Rewrite the End
After I read again The giverSimone and I started discussing this assignment. An important part of our conversation revolved around Simone’s answer to my question: How many endings can you think of that fit the story? We discussed several different endings and Simone then discussed how she thought the story should end. It was a conclusion I had never thought of and it had such an impact that I was surprised and reminded how important it is to encourage students to propose solutions – whether it is a math problem or an English assignment. In storytelling there are many ways to a memorable conclusion, just as in math there are many ways to the right answer.
Simone shared her draft that ended the following week. Although the instructions called for “at least two paragraphs”, Simone wrote five and filled two pages in single-spaced type. (I neglected to mention that among Simone’s qualities is the commitment to do her best and not just meet the minimum requirement!) Her ending was compelling, thoughtful and emotional. It also demonstrates the skills taught in mathematics – logic, structure and creativity.
How enlightening to both of us that Simone decided to gain a better understanding and appreciation for what I hope will be a lasting love of the written word! How does it represent communication that combines one form of thought and speech with another. How important it is to help students see that mathematics and literature, as Sarah Hart writes, “… are part of the same quest – to understand the world and our place in it…”. By sharing these facts and suggestions, teachers help to increase students’ interest in both subjects and encourage them to appreciate the wonderful nature of mathematics and literature.
