Many teachers use traditional counting and shape books in math class. But what would happen if we approached any story with a math lens? How might mathematizing children's literature give learners space to ask their own questions and make connections between stories, their lives, and the world around them? These are the questions Allison Hintz and Antony T. Smith set out to explore in this book as they invite us to consider fresh ways of using interactive read-alouds to nurture students as both readers and mathematicians. Inside Mathematizing Children's Literature, you'll learn how to do the following: Select picture books according to the goals of the read aloud experience. Plan and facilitate three kinds of read aloud discussions-Open Notice and Wonder, Math Lens and Story Explore. Utilize Idea Investigations-experiences that invite students to pursue literacy and math-focused ideas beyond the pages of the-read aloud. Connect with students' families and communities through stories. Along the way, Allison and Antony offer a wide range of picture book suggestions and appendices that include ready-to-use planning templates, a note-taking form, and a bookmark of guiding questions. Mathematizing Children's Literature is a practical resource you'll find yourself referring to frequently.

Not all mathematics discussions are alike. It's one thing to ask students to share how they solved a problem, to get ideas out on the table so that their thinking becomes visible; but knowing what to do with students' ideas where to go with them can be a daunting task. Intentional Talk provides teachers with a framework for planning and facilitating purposeful mathematics discussions that enrich and deepen student learning. According to Elham Kazemi and Allison Hintz, the critical first step is to identify a discussion's goal and then understand how to structure and facilitate the conversation to meet that goal. Through detailed vignettes from both primary and upper elementary classrooms, the authors provide a window into what teachers are thinking as they lead discussions and make important pedagogical and mathematical decisions along the way. Additionally, the authors examine students' roles as both listeners and talkers and, in the process, offer a number of strategies for improving student participation and learning. A collection of planning templates included in the appendix helps teachers apply the right structure to discussions in their own classrooms. Intentional Talk provides the perfect bridge between student engagement and conceptual understanding in mathematical discussions.