Bringing Mathematics Alive Through Stories

Trakulphadetkrai, Natthapoj Vincent; Aerila, Juli-Anna; Yrjänäinen, Sari

doi:10.1007/978-3-030-19266-2_11

Cited by 7 publications

(5 citation statements)

References 21 publications

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“…Accordingly, the studies of the authors who published the most in terms of selected keywords were carried out in a way to include different dimensions of mathematical reading and literary elements. This associates with the contribution of the context that stories and various mathematical texts provide for learning mathematics (Golden, 2012;Trakulphadetkrai et al, 2019). When the journals that include studies on this subject are examined, it is seen that the authors mostly publish in journals that focus on topics such as mathematics education, early childhood education, reading, literacy and educational psychology.…”

Section: Discussion Conclusion Limitations and Recommendationsmentioning

confidence: 99%

The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Durmaz

2023

Journal of Teacher Education and Lifelong Learning

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Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tells us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including "children's literature," "story," and "mathematics." The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric analysis and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.

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Section: Discussion Conclusion Limitations and Recommendationsmentioning

confidence: 99%

The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Durmaz

2023

Journal of Teacher Education and Lifelong Learning

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“…However, our overall sense of evaluating the student interview data is that the differences in mediums had only a relatively marginal influence on the student learning experience, and that students perceived all three lessons to be enjoyable, challenging and distinct from their usual mathematics instruction. Consequently, we would suggest that educators and researchers focused on the benefits of teaching mathematics through picture story books (e.g., [27,30]) consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.…”

Section: Discussionmentioning

confidence: 99%

“…We call this the narrative-first approach [17]. It aligns with Trakulphadetkrai and colleagues' [27] second category of mathematical stories, which refers to narratives which were "not originally created with an intention for them to become a mathematical story but containing a storyline that lends itself naturally for a mathematical investigation" (p. 202). The benefits of using narratives (children's literature and audiovisual media) in mathematics lessons are now discussed.…”

Section: Narrativesmentioning

confidence: 99%

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Russo

Russo²,

Roche

2021

Education Sciences

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

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“…Civil and Planas (2004) describe participatory approaches to mathematics education “that are sensitive to the contexts and lived experiences of all learners” (p. 8). Current research (Gutiérrez, 2018; Trakulphadetkrai et al, 2019) suggests that when students experience stories with positive characters who look like them, the likelihood increases that students will see their race and culture as successful.…”

Section: What Does the Literature Say About Creating Cultural Relevan...mentioning

confidence: 99%

Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature

Robinson¹

2023

The Reading Teacher

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This article explores the potential of using children's literature in elementary mathematics classrooms as contexts for students to understand more fully the issues of equity, diversity, and inclusion. Informed by culturally responsive pedagogy, opportunities to link children's literature to mathematics education create cultural relevance for students and inspire confidence. An analytic framework for selecting and using children's literature provides a promising tool for teachers to question their resource choices and develop more culturally responsive pedagogy. Suggestions for resources that honor students' cultural identities, backgrounds, and languages offer teachers possibilities for building relationships, thinking mathematically, reading the world, and integrating for learning.

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Bringing Mathematics Alive Through Stories

Cited by 7 publications

References 21 publications

The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature

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