Integrating Mathematics into Children's Public Library Programming: Impacts of a National Project

Background. Millions of US children attend after-school programs, engaging in hands-on activities that could include math but rarely do. Activity choice is often left to staff, and many are uncomfortable with math and see it as irrelevant to after-school activities. To bolster math offerings, we investigated an approach designed to offer a view of math as relevant to the after-school context.

 

We worked with a group of LBIEs, or library-based IEs (children’s librarians and staff of library after-school programs), to develop math resources leveraging common program components (e.g., infusing estimation into cleanup, measuring and timing into gym games, shapes and patterns into crafts). The result was a bank of 200 free activities available online. We focused on LBIEs, as increasingly families rely on public libraries as a free, safe place for children to spend time in absence of other care. Would exposure to these resources impact LBIEs’ math practices and views?

Methods. LBIEs in eight regions were invited to review the website and use any activities they wished. In each of the next three years, an external evaluator sent them a 40 item survey including Likert-type scales, rankings, multiple choice, and open response. Items addressed math attitudes and beliefs, math in work with children, and reasons for using math. (Response N= 67, baseline; 28 Yr 1; 83, Yr 2; 148 Yr 3; response rate about 50% each year).

Results. Exposure to the resources led LBIEs to make significant changes that sustained throughout the three years, including:

Amount of math. At baseline, 10% of LBIEs had ever used math with children; after at least four months exposure to the website resources, most reported regular math offerings (e.g., 74% combined math and ongoing crafts at least monthly, with 28% doing so weekly and 3% daily).

Math talk. At baseline, 11% ever discussed the role of math in everyday life with children; after exposure, 59% did so least monthly, 31% weekly, and 9% daily.

Math attitudes. 90% of LBIEs reported a more positive math attitude; 90% prioritized including even more math in their programs. Asked why they now chose to offer math, LBIEs cited their newfound math commitment, and interest/demand from children.

Conclusion. Despite almost no math at baseline, the vast majority of LBIEs, once exposed to an approach that resonated with their daily activities with children, chose to integrate math regularly. Our research suggests that resources enabling IEs to infuse math into existing programming can lead to a permanent and dramatic increase in math offered to children.