Why Math Read-Alouds May Be The Game Changer You Need

A school librarian should be every teacher’s best friend. They can help you gather a range of texts to meet the needs of diverse students. You’re probably wondering, what does this have to do with math? The short answer EVERYTHING!

 

 

Why We Need Math Read Alouds?

Children’s books and even poems are useful tools for teaching math. They help promote a high level of student engagement by sparking their imaginations. Read- alouds help put math concepts in context. And who doesn’t want that?

 

 

So What’s Holding Us Back From Incorporating Math Literature In Our Classrooms?

Departmentalization-

Many schools have taken the route of departmentalizing. Students will have a teacher for ELA and another one for Math. When this happens, it may seem awkward to handle read alouds if you are the person designated to math. Kudos to the departmentalization teams that promote cross-curricular exposure. That, by far, is an excellent idea. However, if you and your team don’t go that route, math teachers, you should not feel uncomfortable incorporating reading into your sessions.

 

 

Time-

Most teachers feel especially in upper elementary that there is just no time to read a story. I believe this is when you have to weigh out the importance of the other activities you are doing. Do the students need yet again another worksheet to complete? Or can those 15 minutes be used to put some math into context? Which of those choices can help them make further connections? (Read- Worksheets: The Good, The Bad & The Ugly)

But I understand that timing is a factor. Therefore, I am not recommending a new read-aloud every day. As a math coach, my suggestion has always been to begin your unit by having a literal pile of math read alouds on whatever topic you’re focusing on. That pile can be used in different ways. Some suggestions are listed below.

 

 

1.Classroom Libraries/Centers

We need to have a math section in our classroom libraries. (Read-What You Really Need For The Perfect Classroom Set-Up)

It can be a center, or station students run through. That way students have the choice of picking their book. The read- alouds placed there can also connects to the topic you’re currently exploring.
Want to extend that activity? Have students create a different version of the story they just read. Rewrite it in their own way.

2.Parent Connection

Want to get parents involved? Have them come in to read a math book. It enforces a positive math view. Just make sure to talk to the parents beforehand. You don’t want them reading a math book and declaring they don’t get it or they hate math. Remind them it’s a Growth Mindset zone. (Read- What Parents Need To Know About Math)

3.Homework

Books aren’t just physical. YouTube houses a variety of math read-alouds. This is an excellent homework assignment if students have access to technology. Assign them a story through there. Pro tip- listen to the story first. There are also websites like https://gregtangmath.com/resources Greg Tang gives access to the books he has created. Students can read the story as well as solve some problems. And one of my favorite math apps, Bedtime Math, does the same. (Read- My Favorite Math Apps)

We know there are just some students who prefer reading over math or math over reading. When you incorporate read aloud into your lessons, you get the kids who love books excited, and you give the students who necessarily might not enjoy reading was to appreciate stories.

I recommend at least one read-aloud for every unit, and yes, that’s for you upper elementary teachers too. Start with one, what’s the worst that can happen?

With your busy schedules, it might be difficult finding time to seek out quality pieces of literature. I’ve created a free resource chock-full of them. Check out my free resources page. I made sure to keep in mind that they are mathematically appropriate, grade-level appropriate, and culturally relevant. Those pieces matter when choosing math literature.

Now, many classrooms cannot afford to build their school or classroom library. There are several grants that you can apply for to help with that. Check out https://teach.com/what/teachers-change-lives/grants-for-teachers/

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset