If this approach worked for older students, I began to wonder what might happen if younger children were introduced to math this way!Įven before children can read-or speak many words-they can interpret visual information with ease. They actually became eager to apply math to real-life problems.
Putting math in the context of stories based on their experiences made them feel more comfortable with abstract concepts.
Visual learning strategies helped teens-who had been characterized as “reluctant learners’-understand difficult math concepts. The inspiration to write math stories for children was sparked by my work on a high school mathematics program. I became especially interested in educational publishing and have worked on the development of over a dozen major textbook programs, championing visual learning strategies from Pre-K through high school in every major curriculum area. That’s where I became interested in visual learning-how we decode and acquire information from graphs, charts, diagrams, models, illustrations and other images. When I was older, I studied art at the Rhode Island School “She thinks my stories are good.” That’s when I started to really enjoy writing.
One day in the 4th Grade, my teacher said, “You tell such good stories, maybe you should try writing some of them down.” “Wow,” I thought. I was one of those kids who talked all the time in class.
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