Visual Learning in the Elementary Classroom

Open Access
Mino, Katie Lynn
Area of Honors:
Childhood and Early Adolescent Education
Bachelor of Science
Document Type:
Thesis Supervisors:
  • Carla Zembal-Saul, Thesis Supervisor
  • Carla Zembal-Saul, Honors Advisor
  • Elisa Shaw Hopkins, Faculty Reader
  • Interactive books
  • Technology
  • Science
  • Math
  • Visual Learners
  • Differentiation
  • iPads
  • Pop-up books
  • Children's Literature
The following research delves into the use of literature, interactive books, and technology in math and science education within the elementary classroom. The cross-curricular connections that are introduced by literature in the science and math classroom can have a lasting effect on students. Ruiz, Many, and Aoulou (2011) found that “Using adolescent literature in teaching mathematics and science can allow students to construct their own learning and to vicariously experience science and math processes” (p. 24). The purpose of this research is to introduce educators to picturebooks, interactive books, and technology as ways to extend the content being taught. It also addresses how using these can help educators differentiate instruction and meet the needs of students regardless of ability. Included is the analysis of interactive books and how they can be used, as well as the analysis of picturebooks and examples of information they provide for students. In a world that technology is emerging, it is important to consider other options as educators. There is a need to be aware of the types of literature we can use and the criteria by which we choose these books. The research conducted offers examples of books, technology, and implementation that can enhance education for visual learners.