Exploration and classifications of counting books : interactions and complementarities between literary and mathematical learning
From the perspective of interdisciplinary learning, this article presents the results of research conducted on a sample of counting books, and reveals interactions and complementarities between literature and mathematics. Based on mathematics didactics and a literary analysis, it offers an original classification of these books as a function of mathematical structures and underlying narratives. These tests lead to proposals that a didactic literary approach of these books promotes learning mathematics, where mathematics reveals implicit literary values.