Posts Tagged Author Interview

Author Spotlight: Philip Stead — A Potion, a Powder, a Little Bit of Magic X: Or, Like Lightning in an Umbrella Storm

Photo of Philip Stead

We’re thrilled to have New York Times bestselling author Philip Stead on here today to talk about his newest release, A Potion, a Powder, a Little Bit of Magic X: Or, Like Lightning in an Umbrella Storm. Whew! What a long title, but it definitely intrigued me, and I couldn’t wait to read it. Once I did, I understood why it received 6 starred reviews. Yes, 6! It was one of the most interesting books I’ve read recently. I don’t want to give too much away, but I especially liked that the book didn’t start with Chapter 1.

Hi, Philip, thank you so much for being here with us and for answering our endless list of questions. Perhaps the interview felt as long as your clever book title.

Did you have any childhood dreams for when you became an adult? If so, did they come true? My big childhood dream was that I would grow up to be an artist. In high school my dream became a little more specific—I hoped to become a children’s book illustrator. So, yes, I am happy to report that my dreams came true!

What books influenced you most as a child? There are three books that really stand out in my memories. The first is The BFG, by Roald Dahl. I read and reread this book so many times that it literally fell apart. I still have the loose pages here in my studio. Next is The Westing Game, by Ellen Raskin. It was so clever and fun, and it made me feel clever too. I had a similar experience with The Phantom Tollbooth, by Norton Juster. Juster’s rhythms live permanently in my brain somewhere, informing almost everything I write.Cover: The BFG

Well-loved books that have fallen apart are my favorite possessions, so I’m glad you still have The BFG. And you’ve captured Juster’s rhythms well in your own work, and even included a tollbooth. 😊

Keeping with the theme of your childhood, what was your biggest fear when you were young? Did you get over it?

I put a lot of pressure on myself to do well at things as child. At the same time, for some reason, I was terrified to ever ask for help. These days I still put a lot of pressure on myself. I am getting marginally better, though, at asking for help when I need it.

Would you be willing to share an embarrassing grade school moment?

I was a poor reader when I began first grade. I remember being placed in the bottom group at the start of the year, a small but memorable embarrassment in itself. Worse, in my classroom, students who consistently misspelled or misread a word were made to wear that word pinned to their chest throughout the day. I will never forget being sent out to recess wearing a big sheet of paper that said THE and THEY.

That would be embarrassing.Let’s change the subject to something more positive.

Do you have any memories of liking art and writing? Almost all of my early memories are about art making. I loved to draw and paint. It was a huge part of my identity from basically age three onward. When I was around eight years old, I was given a book about Canadian wildlife artist Robert Bateman. I became obsessed for several years with trying to recreate his images. Writing was not much a part of my childhood. It really didn’t become a thing for me until college when I began to dabble with creative writing courses. To this day I still tend to bristle when I’m introduced as a writer. I’ve met a lot of writers, and I always feel a little like an imposter in their presence. With artists, I always feel right at home.

What is the most challenging part of writing? Of illustrating? I think writing is infinitely harder on the brain and body than art making. It’s the anti-social component of writing that I find most difficult. I’m used to sharing the studio with my wife, Erin. When we’re both making art, we can talk or listen to music. Art making requires a lot of movement too. You’re always standing up, sitting down, moving to the cutting matt or the light table, cleaning up messes, etc. Writing is solitary and sedentary by comparison. I have to be careful and smart about taking breaks.

How do you come up with your ideas? I wish I knew. Finished books always seem so mysterious. I wonder sometimes if I ever just have an idea, fully formed and ready to be used. Or, if what we think of as “ideas” are just the end-result artifacts of a painstaking archaeological dig through dark corners of the mind.

Cover: The Phantom TollboothI agree, it often does feel like that. It seems you do a good job of excavating those hidden gems. This book especially feels as if many random bits have been pulled together to create an otherworldly tale like Alice in Wonderland, where everything is skewed and not what it seems, but also seems possible. You’ve already mentioned The Phantom Tollbooth. Did any other stories like those play a role in creating your goat world?

The Phantom Tollbooth for sure. But there’s actually another lesser-known Norton Juster book that was even more influential: Alberic the Wise and Other Journeys, illustrated by Domenico Gnoli. It is my number one all-time most recommended book. I love to introduce people to it. It’s just as brilliant as Tollbooth but has, in my opinion, even more heart. It ought to be a classic.Cover: Alberic the Wise

And the next burning question: Why goats? Honestly, I don’t know! It just happened!

Your novel reads as if you just jotted things down as they occurred to you, but its unusual structure seems quite deliberate. Can you tell us about your writing process?

It probably seems that way because both of those things are true for me. Free writing is essential to me at the start. I let my brain take whatever course most interests it. I figure if I’m surprised by the writing, then there’s a good chance the reader will be, too. In the next phase, though, I become a relentless and unforgiving editor. I come from picture books, where every word and phrase has to be calculated and weighed to the ounce. It’s the only way I know how to work, so I can’t help but apply the same approach to long form writing. This book is over 50,000 words, but to me it’s still a read aloud. It was written first and foremost to be musical.

You’ve certainly accomplished that. Along with the musicality, your decision to start with Chapter 13 was another creative decision. Did that chapter number have any special meaning?

I had been free writing for several months about an evil king and a nonsensical kingdom. I was maybe 10,000 words in and was starting to feel like it was really developing into something. I sent the writing I’d done so far to a trusted friend to ask her opinion. She wrote back very politely to say that while she thought the writing was clever and fun, she simply wasn’t that interested in the story. The reason she wasn’t interested was very simple. It had taken me 10,000 words to introduce my main character, Bernadette, into the action of the story. This is the kind of mistake an author makes when they write without a plan! I was feeling very low after that bit of feedback till I struck on the idea of simply moving around the parts that I’d written to rearrange them into an order that would allow Bernadette to be introduced right from the get-go. I cut and pasted chapter thirteen to the front and immediately thought: Well, that’s funny. And the idea to write out of order was born. From that point on, I wrote the book in exactly the order in which it’s read.

Well, that proved to be a clever decision. You also chose to break the fourth wall to bring readers into the story. Can you explain to our audience what “breaking the fourth wall” means, and why you chose to do it? I had never written a novel before. The revelations and pitfalls of the writing process became so interesting to me that it almost became inevitable that they would become a part of the story itself. All along I was wondering: How much am I really in control here? Am I really in charge of what’s going on? Or does the story write itself once its underway? The questions seemed like fitting parallels to the story of Bernadette, a young girl forced to make sense of her life in an otherwise nonsensical kingdom.

What parallels are there between you and the author character in the novel? The author in the book is the extreme version of my own creative personality. All highs and lows. Everything is either the best or the worst. The highs and lows are real. But in reality, of course, a lot of the work is done in the middle.

Cover: A Potion, A Powder, A Little Bit of MagicIt seems you had as much fun writing this as we do reading it. What did you enjoy most about writing this book? Ha! You are incorrect! And I am very grateful that you are! Because it means that I did at least some of my job well. Writing this book was the single most torturous creative experience of my life. I am so glad that I did it. And I sincerely hope never to have to do it again!

Sorry to hear it was so painful, but we’re glad you persevered. I’m glad you can enjoy the book now that it’s completed. What was the most surprising thing you learned about yourself as you wrote and illustrated this book? That I was able to do it at all! It was a complete mystery to me at the outset whether I had a whole novel in me at all. Up until the very end (or the beginning, depending on your point of view) I didn’t know exactly where this story was going. It was a painstaking and careful improvisation. A tidy and satisfying conclusion was never a guarantee.

The art is as much fun as the story. What comes first for you—the pictures or the words? Which do you find easiest? Words almost always come first. And they are so much more difficult. I spent approximately three years writing this book and the whole time I was waiting to finally be done so I could take a deep breath and get back to the part that makes me most comfortable—the art.

Can you tell us how you developed the characters for the illustrations? This is a tricky one to answer. I feel like the characters were developed in the writing process, not the art process. The art was just a matter of revealing what was already on the written page. I know a lot of artists that fill sketchbook after sketchbook with practice drawings. I often wish that I worked that way. Mostly I just sit down and wait for an image to reveal itself. 90 percent of the time my first sketch is almost indistinguishable from my final art. Sometimes this feels like laziness. Sometimes it feels like honesty.

While short, pithy book titles seem more popular these days, your book titles are longer and reminiscent of old-fashioned classics. Is there a reason you prefer longer titles? I wouldn’t say I prefer one way or the other. Typically, titles are made after a book has been written, or at least mostly written. I just happened to make the unusual choice of writing my titles first. I wasn’t sure which I would use, and because I liked them equally, I made the dubious decision to keep them both. Then it became my job as a writer to figure out what the titles actually meant. The titles were, essentially, writing prompts for the book itself. It sounds crazy, I know, but I see children do this sort of thing all the time when they write. And we could do a lot worse than to look to children for inspiration on how to create art with a sense of joy, whimsy, and wonder.

What’s the main thing you want readers to take away from the story? There are twenty-four morals in book. Each one is neatly set apart from the text as it occurs. It’s the twenty-fourth moral that is, to me, the most meaningful one. It encapsulates everything I would hope a reader would take away from the story. Of course, you’ll have to read the book to find out what Moral #24 is. No spoilers here!

Okay, we’ll keep it a secret…

Cover: Wise Old DogDo you have a favorite among the books you’ve written? I have several that have been special to me for different reasons. There have been books that were lifelines to me during difficult times (I’d Like to Be the Window for a Wise Old Dog), Cover: Ideas Are All Around or books that are deeply personal (Ideas are All Around), or books that were just fun to make (Jonathan and the Big Blue Boat).It’s hard, though, not to pick A Sick Day for Amos McGee. That book has allowed me to freely make almost every book I’ve wanted to make for almost twenty years.Cover: A Sick Day for Amos McGeeCan you tell us what you’re working on now? Right now I’m working on a very odd little picture book about bird watching and poetry. I’m also working on a middle-grade detective series with my good friend Matthew Cordell. Whisker and Wing Detective Agency will be out sometime in 2027.

Can’t wait to read both of your new books. And again, thanks so much for answering all our the questions. We really appreciate it, and wish you the best in your art and writing.

Cover: A Potion, A Powder, A Little Bit of MagicABOUT THE BOOK

A Potion, a Powder, a Little Bit of Magic X: Or, Like Lightning in an Umbrella Storm by Philip Stead is a laugh-out-loud, one-of-a-kind illustrated tale, chock-full of running gags, broken fourth walls, and underdog triumph.

Now, to the story. Where to start? Chapter One is missing. To discover where the story truly begins, readers must start in the middle. The novel follows Bernadette, a girl taken from the roadside at age six by a cruel king and hidden beneath a moving castle carried on the backs of 24 goats. Forced to live below the castle and care for the animals, Bernadette survives cramped quarters, near-death encounters, and years of isolation. Her closest companion is Perseverance, a turtle whose many narrow escapes teach Bernadette the meaning of resilience. Six years later, when Bernadette’s most irritable goat escapes and Perseverance is marked to be eaten, she sets out on a journey to save the only friends she has ever known. Along the way, she meets a “non–wish-granting” magical tree that longs to explore, a forgetful magician searching for his lost brother, and a gentle goat named Steve, whose quiet courage holds the story together — quite literally.

As the goats begin to flee and the castle threatens to collapse, the novel’s nonlinear structure tightens, revealing that the missing first chapter has been hiding in plain sight. Power, Bernadette learns, does not come from magic, titles, or wealth, but from empathy, humility, and the bravery to act.

ABOUT THE AUTHOR

Photo of Philip Stead by Nicole Haley

Photo by Nicole Haley

PHILIP C. STEAD is the author of the Caldecott Medal–winning A Sick Day for Amos McGee, also named a New York Times Best Illustrated Book and a Publishers Weekly Best Children’s Book of 2010. With his wife and frequent collaborator, Erin E. Stead, he has also created Bear Has a Story to Tell, an E.B. White Read-Aloud Award honor book. An accomplished author and illustrator, Stead has written and illustrated numerous acclaimed titles, including Hello, My Name Is RubyJonathan and the Big Blue Boat, and A Home for Bird. Philip and Erin live in northern Michigan. Visit Philip online at philipstead.com.

Author Interview: Joy McCullough (KESTREL TAKES FLIGHT)

It’s a pleasure to welcome back Joy McCullough to the blog, this time to share her heartfelt, hope-filled novel-in-verse, KESTREL TAKES FLIGHT. Like all of Joy’s books, this story draws readers in and takes them on a compelling journey. In KESTREL TAKES FLIGHT, that journey involves the wilds of Montana, a special breed of dog, and a girl learning to stand up for herself. Thank you to Joy for taking time to discuss her new book!

KESTREL TAKES FLIGHT - book cover

 

You’ve written in multiple genres, from picture books to middle grade to young adult to plays – and in both prose and novels-in-verse. KESTREL TAKES FLIGHT is told in a stunning verse form – how did that come to be? Was that the plan from its inception?

Yes, I always planned to write Kestrel in verse. While sometimes I’ll have false starts and begin a project in one format, only to realize it’s not the right one, I almost always know from the beginning through a gut instinct I can’t always explain. With Kestrel I think it was largely because I knew it was going to deal with emotional abuse. It’s a heavier topic than any of my previous middle grade books, but I have the experience from my young adult books to know that verse lends itself really well to difficult topics. The sparseness and white space give a reader plenty of space to breathe and process what they’re emotionally able to process without being overwhelmed by the trauma.

 

Some of Kestrel’s early thoughts about her mom were gutting to read – how Kestrel has been told she ruined her mom’s college and career plans and how their move is “…just the Mom Show” and Kestrel is “…just an extra.” How important was it to set up this early dynamic and how Kestrel sees her mom, and were there any challenges writing it?

I understood the family dynamic Kestrel was coming out of, having been raised primarily by her emotionally abusive grandfather. I knew he would have belittled her mother and undermined their relationship at every turn, in order to further isolate Kestrel and make her reliant on him. I can imagine it’s tough to read, but I can’t say it was tough to write—probably because I always knew Kestrel and her mom would grow together through the story. I was also really cognizant through the writing that while to Kestrel, her mom is an adult who’s letting her down, to me, Mom is also a survivor of Grandfather’s abuse. So in places where Kestrel feels like her mom is failing, I see her as coping the best she can.

 

Kestrel’s grandfather and his emotionally abusive treatment of Kestrel, her mom, and her aunt looms large throughout the book. Your beautiful author’s note explaining this type of abuse states, “…I know that sometimes, as a kid, you might feel like you don’t have any power to change your situation. That might be true – for now…” Did you have a specific reader in mind when you were writing these parts of the book, and what do you hope their takeaway is?  

I’m rarely thinking about the reader when I’m writing. I’m more focused on the character. But I was certainly thinking of the reader who finds themselves in Kestrel’s story when I wrote the author note. It was frustrating, because emotional abuse can be tough to quantify, and the resources are slim for kids who don’t have the option to choose to leave an emotionally abusive situation. But for the child in that situation who comes across this book, I hope they come away from Kestrel’s story with the understanding that abuse isn’t always physical, and that home and family don’t always have to come from blood. The horrible truth is that knowledge might not be able to help them get out of the situation in the short term. But perhaps it will be some small comfort and help them in the long run.

 

Kestrel’s letters to her grandpa show so much insight into their relationship and his treatment of her – and her growth in how she sees herself. Were those letters always part of the manuscript, and how did you approach writing them versus the rest of the book?

Yes, I think they were always there. The letters are in prose, but my approach to writing doesn’t really change with the format. It’s all just getting the story out without censoring myself, and then crafting the messy draft into something that serves the story I’m telling.

 

I found myself on the edge of my seat heading towards the book’s conclusion, as the emotional stakes and physical confrontation land at the same time and intensity – including Doc (who I love!) and Karelian dog protectors stepping up to help Kestrel. Was it a challenge to thread together these emotional and physical conflicts?

For as emotionally difficult as the book is, it was really quite a smooth and lovely, instinctual process. I’m always focused on the character’s journey first and foremost, and I think I just really understood Kestrel—not only the emotional abuse part, but also the journey from fearful of dogs to relying on them for significant emotional support. That has been my personal journey, too. It’s a quiet story by nature, but also it’s set against the backdrop of these dogs who are trained to ferociously scare bears away from populated areas, so I knew there eventually had to be some sort of confrontation. Otherwise I would have set up a Chekhov’s bear situation that never paid off.

 

Your book ends on a hopeful note for Kestrel and her mom – did you always have that in mind, and is that a consideration for you writing Middle Grade versus other genres? 

Absolutely. I feel strongly there’s very little we can’t approach in middle grade books, as long as we do it with care. My bottom line is that if there are kids experiencing something – discrimination, abuse, mental health issues, whatever – then they deserve to be able to find stories that reflect their experiences back to them, validate their feelings, and give them the hope of seeing a character survive. I think this is important both for the kids who experience these things, and for friends or family members who want to understand a kid who is experiencing these things.

Hope is, in my opinion, a crucial element of middle grade.

Photo of author Joy McCullough

About Joy:

Joy McCullough writes books and plays from her home in the Seattle area, where she lives with her husband and two children. She is the author of the middle grade novels Across the Pond, A Field Guide to Getting Lost, Not Starring Zadie Louise, Code Red, Kestrel Takes Flight, and Basil & Dahlia, as well as the middle grade series Team Awkward, and the picture books Harriet’s Ruffled Feathers, Champ and Major: First Dogs, and The Story of a Book. Her debut novel Blood Water Paint was longlisted for the National Book Award and was a William C. Morris Debut Award Finalist. Visit her at JoyMcCullough.com.

STEM Tuesday (Math) It’s a 2-for!

Welcome to STEM Tuesday: Author Interview, a repeating feature for the last Tuesday of every month. Go Science-Tech-Engineering-Math!

This month we’ve got a treat: TWO author interviews for the price of ONE! And, of course, they’re both free.

First up, we’ve got Stephanie Gibeault, author of Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities.

 

Andi: Where did you get the idea to write a book about animals and math?

Stephanie: In a way, the idea for a book on animals and math stretches back a long time. I studied animal behavior in graduate school and was a founding member of the Comparative Cognition Society. So the way animals think and how that varies between species has always been fascinating to me. Although math wasn’t my favorite subject, even back in grad school I was asking, can’t animals count? Doesn’t a bird know if one of her eggs is missing from the nest? Then, about five years ago, I read an article about how bees understand the concept of zero and a lightbulb went off. I had to search for the answers to my earlier questions. The information I found was so fascinating and surprising that I knew I needed to share it with young readers.

AD: What were you most surprised by in your research?

Stephanie: Two things most surprised me while I was researching Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities. The first was the elegance of mathematics. Different skills, like numerosity, counting, and addition, layer on top of one another like building blocks as humans develop their math abilities. And those same building blocks appear in different species.

The second most surprising fact was the sheer number of species that possess some sort of skill with numbers. It’s not a rare ability. For example, many creatures can judge the difference between larger or smaller quantities. An animal doesn’t have to be human-like, such as a chimpanzee, to share math skills with humans. Even insects, fish, and amphibians can do incredible things. In the book, I only included a fraction of the species I could have because I wanted to explore the mathematical concept as much as the animal. But if you dive deeper into this topic (there’s an extensive bibliography and additional sources in the book), you’ll be amazed by what you find.

AD: It strikes me that this is also a book about animal-human communication. Did you think about that when writing?

Stephanie: Animal-human communication was definitely on my mind as I wrote Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities because it’s integral to any research study on animal cognition. The introduction of the book tells the story of Clever Hans, the horse that people thought could identify colors, tell time, and do math by tapping his hoof. But it turns out that humans were inadvertently cueing Hans. The horse learned that when the humans’ body language changed, he’d reached the right answer and could put his hoof back on the ground. It’s clear from Hans that animals understand human communication, and in most cases much better than we understand theirs.

So, when scientists ask animals questions like which shoal of fish is larger or how many calls do you hear, they have to be sure they aren’t communicating any clues about the right answer. For example, when Dr. Sarah Boysen presented Sheba the chimpanzee with cards containing Arabic numerals, Dr. Boysen sat behind Sheba so she couldn’t in any way cue the chimpanzee which card to choose. As I presented different research studies in the book, I was careful to show readers that the scientists weren’t falling prey to the Clever Hans effect and were preventing animal-human communication from influencing the results of their experiments.

AD: Why include interviews with scientists (they’re fascinating, by the way!)?

Stephanie: I included interviews with scientists for two reasons. First, it was purely selfish. I remember attending conferences of the Comparative Cognition Society many years ago and listening to talks by some of the scientists I was later able to include in the book. These people helped shape my understanding of animal minds, so I jumped at the chance to talk to them about their work.

But the bigger reason was to make science and scientists real to young readers. I wanted them to hear the scientists’ own words about what they found challenging and fascinating about their experiments and subjects. I hope reading those interviews inspires kids to get excited about science and to see themselves pursuing STEM careers and one day making astounding discoveries.

AD: I’m such a fan of including activities in books. What do you think activities bring to the reading experience?

Stephanie: I think activities bring the information in a book to life. For many kids, physically doing something related to what they have just read helps to solidify the information and give it context. In the case of Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities, readers can recreate some of the experiments described in the book and take turns being the scientist and being the subject. In other words, they can put themselves in a fish’s fins. Then, in the final activity, they are asked to design a math experiment of their own. I believe that when readers try these activities it will create a new appreciation for the scientific process and the challenges involved in exploring animal number skills. I also hope it fosters enthusiasm for the types of questions we can ask to learn more about animal minds.

 

Stephanie Gibeault

Stephanie Gibeault is an award-winning author of middle grade nonfiction and picture books. As a former biologist with a master’s degree in animal behavior and a certified professional dog trainer, she has been swarmed by monkeys, grumbled at by gorillas, and covered by fur and drool. Her books have been honoured with a California Reading Association Eureka! Honor, a Mathical Honor, a Forest of Reading Silver Birch Express nomination, and Junior Library Guild Gold Standard selections. Stephanie has taught writing for Boyds Mills, The Writers’ Loft, The Writing Barn, and SCBWI. She lives just outside of Toronto where she’s always on the lookout for fascinating facts to share with kids.

 

 


And now, let’s chat with Carleigh Wu, author of Adventures in Math: How to Level Up Your Math Game.

Andi: Tell me about your math life! Is math something you’ve loved since you were a kid? How do you use it in your everyday life?

Carleigh: My feelings toward math have changed over the years. My interest in math was sparked as an adult by the book,The Man of Numbers, by Keith Devlin. It’s a story about the invention of numbers. Before reading this book, I’d always taken numbers for granted. I’d never thought of them as a human invention. With the digits 0 1 2 3 4 5 6 7 8 9 you can make any number! And the amazing thing about numbers is that they always work. You can learn to multiply a one digit number, and knowing that, you can multiply really big numbers, easily. I’d never appreciated long division until I read this book! And now I do. Numbers are a creative and beautiful universal language.

I use math when I’m worried about something. I use simple probability. I ask myself, is this likely or unlikely to happen? Or how can I increase my chances of success? Or make errors less likely? I also use math to do everyday tasks like track my finances, double recipes, and get places on time.

AD: I love your discussion about growth mindset versus fixed mindset! How is this helpful when thinking about learning math?

Carleigh: A problem many people have in math class is that they have gaps in their learning. And in math, ideas build, like rungs on a ladder, and if you don’t pay attention, or miss class, you will miss concepts. How can you climb a ladder when there are missing rungs? If you have a growth mindset, you believe that with effort you can learn. You will see that you need to fill the gaps in your learning, through asking for help, going back to previously taught material, using websites like Khan Academy or Zearn, or print books like JUMP math. Through hard work, you can add new rungs and climb the ladder. If you think you can, then you will put more effort into learning, and when you do, you will excel.

Growth mindset is an idea from Carol Dweck, about believing in your ability to get smarter through effort. And it’s true, you can! There are many examples of people who once thought they weren’t good at math, but learned that they could get better, and went on to do advanced math. One example is the engineer, Barbara Oakley, who thought she wasn’t good at math but then went back to school to learn math as an adult. She kept going, and got her PhD in engineering. After this experience she began writing books about how to learn tough subjects. She writes that our brains grow, and form new connections, and build stronger neural pathways. We have neural plasticity! We can get smarter.

AD: You reference LOTS of books and people – what was your research process like? What did you find most inspiring?

Carleigh: Actually, most of the research for Adventures in Math happened before I even knew I wanted to write a book about math! I love reading nonfiction and I’ve read a lot of biographies, books on psychology, math, and how we learn. I like to take notes as I read to help me remember. I wished there was a book for students that combined all of these ideas. I didn’t know of one, so I decided to write a children’s book about math. I wanted it to debunk myths and share examples of math in real-life. I wanted to write a book that might instill a growth mindset and buffer students when they one-day face a math challenge. I wanted children to know they could do it, and to keep going with math.

But putting these ideas together took time, and a lot of help from my wonderful editor, Patricia Ocampo. The theme for the book compares exploring a jungle to doing math. In my reading, I’d noticed that many mathematicians related making a discovery in math to exploring an uncharted mountain, or jungle. I found this inspiring! I thought, if a mathematician can feel lost in math, then it’s all right that I feel lost sometimes too! Sometimes we think of mathematicians as people who are really good at calculations, but they are making discoveries and at times feeling lost in the process. But the mathematicians also talked about that amazing feeling when you make a discovery and find what you’re looking for. Math is like that, even in math class, when you find a solution, you have that amazing, ah-ha moment.

AD: What do activities bring to the reading experience?

Carleigh: I think that the best way to learn material is to actively do something. For example, when you’re learning math, you can’t just watch someone answer a problem, or read a solution, you need to try it yourself, to see where you get stuck, to work through the difficulty. And with reading, it’s helpful to pause after you’ve read something, close the book even, and recall what you read, reflecting on it. Doing something related to what you read can help you learn the material so that you remember it more easily later. As a reader, I like to record quotes or jot something on a sticky note. And if I can, I like to put the ideas I read into action. As a teacher, I wanted readers to pause at the end of each chapter and think a little longer on the ideas presented.

AD: I love how you connect math and art/creativity – how does this help kids who might be struggling?

Carleigh: I hope that by connecting math and art, students see that when they create an origami figure, or make a patterned friendship bracelet, they are doing math. Math isn’t just about numbers, it’s about patterns, shapes, coding, and more. I hope that readers also see that math is important in a variety of fields and a worthwhile subject to learn. Giving up on math closes doors and puts a limit on what students can achieve. People who are comfortable with numbers have a wide variety of options for educational and career paths. I like to think of math as a skill set that you can develop, that when added to your many other skills and interests, will give you a boost to help you stand out and accomplish your big dreams. Too often we develop a narrow view of math. Hopefully, seeing math as a creative tool will broaden how students view math.

 

 

Carleigh Wu is an elementary school teacher and math coach. Carleigh’s favourite thing about numbers is how dependable they are. She can always count on them.

 

 

 

 

Andi Diehn is the author of over 20 children’s books. She also works as a children’s book editor and marketer at Nomad Press.