For this article, we reviewed 16 empirical studies from the past two decades (2000–2022) regarding the use of picture books in mathematics instruction, in order to investigate their effects on mathematics learning in students. However, little attention has been paid to such pedagogy in mathematics learning. Using picture books in teaching is a popular trend in early childhood education. Ten additional picture books are presented as extensions and enrichment of ideas. The ideas presented can build resilience in struggling readers and empathy and moral reasoning in their peers. Activities are designed to enliven domains of knowledge like history, current affairs, and writing and to enhance social and emotional skills.
Ideas for sparking discussion in the college classroom are provided, along with nonthreatening activities that teachers of adolescents can use. Falker by Patricia Polacco is used to demonstrate the power of picture books when professors use them in their classrooms and when teachers, in turn, use them in theirs. Teachers who understand theory develop new ways of thinking and possess better problem-solving skills, and are better prepared to assist struggling adolescent readers who need cognitive, social, and emotional support. The benefit of picture books does not stop at the college door, because when students graduate and have classrooms of their own they can use the stories and pictures to remember and apply theories in their classrooms. Using picture books in teacher education courses allows instructors to set theory in context, create a visual representation of it, and make theory come alive.
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