Children must develop reading, writing, speaking, and listening skills because those skills are required for success in any discipline. Consequently, in their mathematical development students need to be able to read, write, speak and listen in mathematical terms. Research indicates that children's literature provides a means to promote such communication about mathematical ideas. Investigations examine why and how children's literature can be used to teach mathematics, the variety of children's literature that can be considered, and how lessons can also integrate technology that enhances both language literacy and mathematics literacy. Such information is important, not only for educators, but for parents and caregivers who want to appropriately utilize interdisciplinary connections to facilitate or improve both teaching and learning. Educational research has shown that students taught mathematics via connections to children's literature become more interested critical thinkers and problem solvers, and become more able to connect mathematical ideas to personal and real-life experiences. Parents, caregivers and educators can also benefit from the mathematics and literature connection. The research recommendations that parents and caregivers become more active in the education of their children include reading mathematics-based children's literature during story time. Parents and caregivers may also more easily participate in an effective homework program involving mathematical activities linked to such literature. Teachers who are not comfortable with mathematics typically prefer teaching reading and language arts. Such teachers are attracted to beautifully illustrated children's books and good literature that generates children's interest and inspires their imaginations. By integrating literature in their mathematics lessons, such teachers can find more comfort and pleasure in teaching the material, and convey that positive attitude along with the content of the lessons. Teachers can find many effective ways of unleashing the potential of literature in the mathematics classroom. The search begins with knowledge of the mathematics curriculum and their personal literary preferences. The search is modified by the needs of the students. The search is continuous because the ways of linking literature and mathematics are endless.