A Literature Review: Mathematical Storytelling in Early Years

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Introduction

The integration of storytelling into early years mathematics education, particularly for children aged 3 to 8, has become an increasingly explored pedagogical strategy as educators seek to move beyond rote learning and foster deeper engagement and conceptual understanding. Traditional math instruction often emphasizes memorization and speed, leading to a lack of connection between students and the subject (Boaler, 2009, 2017). This approach often results in surface-level understanding and disinterest in mathematics, particularly among young learners. Gifford (2019) critiques traditional practices in the early years of mathematics for focusing heavily on rote memorization and procedural knowledge, which fail to inspire meaningful engagement or deeper conceptual understanding. Such methods can contribute to a lack of curiosity and motivation, hindering the development of a positive relationship with mathematics. To address these limitations, storytelling offers a powerful alternative by contextualizing mathematical concepts within relatable and engaging narratives. By presenting math as part of a story, students can connect abstract ideas to real-life applications, encouraging inquiry, exploration, and meaningful learning (Su, 2020). The use of storytelling is rooted in the belief that education should be a dynamic and engaging experience, one that fosters curiosity and builds critical thinking skills in students from an early age. Moreover, storytelling provides a unique opportunity to integrate mathematical learning with literacy skills, offering a multidisciplinary approach that benefits early years students. 

Research has shown that narrative-based instruction enhances students' retention and comprehension of mathematical concepts by contextualizing abstract ideas within meaningful stories (Jacobi-Vessels et al., 2016; Pramling & Samuelsson, 2008). This approach also allows educators to address diverse learning styles effectively. For example, illustrated stories can support visual learners, while spoken narratives engage auditory learners (Jacobi-Vessels et al., 2016; Pramling & Samuelsson, 2008). By offering multiple entry points for understanding, storytelling creates an inclusive and adaptable framework specifically suited for early years mathematics education. This flexibility allows educators to address the developmental needs of young learners, such as fostering foundational number sense, problem-solving, and reasoning skills in ways that are engaging and age-appropriate. Storytelling’s adaptability also lies in its ability to be tailored to different contexts; teachers can adjust story complexity, include hands-on activities, and use culturally relevant themes to make learning more accessible. By connecting abstract mathematical concepts to familiar, everyday experiences, storytelling helps young children relate to and engage with math in meaningful ways.

This literature review examines the theoretical and practical foundations of using storytelling in early years math education, its impact on student engagement and perception, and the challenges and future directions for research in this specific educational context. Emphasis is placed on age-appropriate examples and strategies that align with the cognitive and social-emotional development of early learners, ensuring the relevance and applicability of storytelling as a teaching practice.

Research Problem, Question, and Purpose

Despite the well-documented benefits of inquiry-based and student-centered learning, traditional math education—characterized by rote memorization and procedural focus—remains widely used and often fails to meaningfully engage young learners (Boaler, 2009; Gifford, 2019). The persistence of such approaches highlights the need for innovative teaching strategies that bridge the gap between abstract concepts and meaningful learning experiences. Traditional methods, with their emphasis on drills and rote memorization, often result in math anxiety, disengagement, and a superficial understanding of mathematical concepts (Boaler, 2009). For early years students, this approach can hinder the development of foundational skills and a positive attitude toward mathematics.

To address these challenges, this literature review explores storytelling as a teaching strategy that fosters deeper conceptual understanding, enhances student engagement, and supports the development of critical thinking skills. Storytelling, defined here as the act of conveying mathematical ideas through structured and relatable narratives, offers a powerful alternative to traditional methods. By contextualizing abstract concepts within meaningful stories, storytelling has the potential to make mathematics more accessible, engaging, and relevant to young learners. Narrative-based approaches, which encompass broader instructional strategies integrating storytelling elements, provide a flexible and inclusive framework for early years mathematics education. Thus, the research question guiding this review is as follows:

In what ways can educators embed storytelling into their early years mathematics teaching practices to enhance students’ engagement and conceptual understanding?

Theoretical Framework

The theoretical framework for this study draws upon the work of Boaler (2009, 2017) on creative and conceptual learning, Freire's (2005) views on education as a practice that connects learning to real-life experiences, and van Manen's (2016) emphasis on incorporating lived experiences into teaching.

Boaler (2009, 2017): Creative and Conceptual Learning
Boaler's research challenges traditional, rote-based math instruction, advocating for approaches that emphasize creativity, exploration, and conceptual understanding. By "conceptual learning," Boaler refers to an educational focus on understanding the underlying principles and relationships in mathematics, rather than merely memorizing procedures or facts. This aligns with storytelling as a pedagogical tool, as it enables students to explore mathematical ideas within meaningful, contextualized narratives. For example, a story about sharing resources among characters introduces concepts of division and fairness, encouraging students to reason and problem-solve creatively rather than relying on memorized algorithms.

Freire (2005): Dialogic Learning and Connection to Real-Life Experiences
Freire's pedagogical approach emphasizes "dialogic learning," where education is seen as a collaborative process involving critical dialogue between students and teachers. Freire views education as a practice that should be grounded in the realities of learners' lives, bridging the gap between academic content and everyday experiences. In the context of this study, storytelling serves as a medium for this connection, allowing mathematical concepts to be situated within narratives that reflect students' lived experiences. For instance, a story about planning a community event could incorporate measurement, budgeting, and spatial reasoning, making the math content directly relevant and engaging.

van Manen (2016): Lived Experiences and Contextualized Learning
Van Manen emphasizes the importance of "lived experiences" in education, arguing that teaching should resonate with the personal and cultural contexts of learners. This approach prioritizes the use of familiar and relatable scenarios to make abstract concepts accessible. Storytelling supports this framework by incorporating characters, settings, and events that mirror students' realities. For young learners, a story about characters counting objects during a shared activity not only introduces numerical relationships but also draws upon familiar social contexts, enhancing both engagement and comprehension.

Together, the theories of Boaler, Freire, and van Manen highlight the transformative potential of storytelling in early years mathematics education. Boaler’s focus on conceptual learning emphasizes the importance of understanding mathematical principles through exploration and creativity, which storytelling naturally supports. Freire's dialogic learning framework situates storytelling as a collaborative and context-rich medium, enabling students to engage critically with mathematical ideas grounded in their everyday lives. Meanwhile, van Manen’s emphasis on lived experiences underscores storytelling's ability to make abstract concepts meaningful by anchoring them in relatable narratives. By integrating these perspectives, this framework positions storytelling as a holistic, adaptable, and inclusive strategy that bridges the gap between theory and practice in early mathematics education.

Storytelling as a Tool for Engagement and Conceptual Understanding

Storytelling as an educational tool aligns with Boaler’s (2009, 2017) advocacy for creative and conceptual learning in mathematics. Boaler argues that traditional methods focusing solely on memorization and repetitive practice contribute to math anxiety and disengagement. In contrast, embedding math instruction within stories involves using narrative techniques to introduce and explore mathematical concepts in a way that is engaging and comprehensible. Storytelling draws on both practical examples and students' lived experiences to create meaningful contexts for learning. For instance, a teacher might frame a word problem as a story about characters sharing a set number of apples to illustrate division and fairness, making the abstract concept more tangible. Similarly, storybooks like The Doorbell Rang by Pat Hutchins use familiar scenarios to introduce division and multiplication within a relatable narrative, connecting mathematical concepts to everyday experiences.

In addition to teacher-led storytelling, student-created stories offer opportunities for learners to explore mathematical ideas actively. These stories often emerge from students’ lived experiences, such as organizing a family meal, playing with toys, or navigating their environment. For example, a student might invent a story where characters need to measure distances for building a fort or count items for a group activity, tying mathematical concepts to real-life problem-solving. These approaches encourage creativity and ownership of learning while fostering deeper engagement with the material (Su, 2020).

Through these varied methods, storytelling bridges practical examples and lived experiences to become a dynamic and versatile teaching strategy. By presenting math within the context of familiar narratives, students can connect abstract concepts to real-world scenarios, fostering curiosity and deeper understanding. This approach aligns with Toor and Mgombelo’s (2015) findings, which emphasize that storytelling humanizes mathematics by situating it within students' everyday lives. When children see math as part of their lived reality, their engagement increases, and they view the subject as more accessible and relevant.

What Makes “Effective” Math Education in the Early Years

Early learners are typically defined as children between the ages of 3 and 8, a critical developmental period when foundational cognitive, social, and emotional skills are established (Gifford, 2019). This stage is marked by rapid growth in language, problem-solving, and abstract thinking, making it an ideal time to introduce mathematical concepts through creative and engaging methods like storytelling.

The goals of early years math education include developing a strong number sense, fostering problem-solving skills, and building confidence in using mathematical reasoning. According to the National Council of Teachers of Mathematics (2014), early math education should prioritize conceptual understanding, reasoning, and communication. For example, activities like counting objects in everyday settings, such as counting fruit during snack time, help young learners develop number sense by connecting abstract numbers to tangible items. Story-based approaches, such as reading The Doorbell Rang by Pat Hutchins, introduce concepts of division and sharing through a relatable narrative, fostering problem-solving skills and reasoning. Similarly, student-led activities like sorting blocks by size or color and discussing their reasoning promote communication and collaboration, helping children articulate their thought processes. These objectives aim to equip students with the tools to approach math as a meaningful and enjoyable subject, rather than a set of isolated tasks.

Why Use Storytelling in Math

Storytelling is the art of conveying ideas and experiences through narrative structures that often include characters, settings, and events. Stories create a sense of purpose and context, making abstract concepts more relatable and engaging for young learners (Su, 2020). A good story for early learners is age-appropriate, visually engaging, and aligned with their developmental needs, as supported by research indicating that age-appropriate narratives with visual aids enhance comprehension and engagement in young children (Jacobi-Vessels et al., 2016; Pramling & Samuelsson, 2008).  Effective stories often incorporate familiar scenarios, repetitive patterns, and opportunities for participation. For example, a story about a character sharing apples among friends can illustrate division while encouraging interaction and problem-solving (Jacobi-Vessels et al., 2016). Integrating storytelling into math instruction helps achieve key educational goals by contextualizing mathematical concepts within meaningful narratives. For instance, a story involving characters planning a garden can teach measurement and addition while fostering collaboration and critical thinking (Gifford, 2019). This approach not only reinforces foundational math skills but also promotes engagement by connecting math to students’ everyday experiences.

Storytelling in Practice and Inquiry-Based Learning

The alignment of storytelling with inquiry-based learning practices is notable. Van Manen (2016) emphasizes the importance of educational experiences that incorporate students' “everyday lived experience,” emphasizing that these practices make learning more meaningful. Storytelling allows educators to create lessons that resonate with students' real-world experiences, promoting deeper engagement and critical thinking. For example, stories that involve practical problems, such as planning a garden or organizing a school event, provide a context for learning mathematical concepts like measurement and addition.

The National Council of Teachers of Mathematics (2014) advocates for teaching practices that enhance problem-solving, reasoning, and communication skills. Storytelling aligns with these goals by providing a narrative framework through which young learners can visualize, discuss, and articulate their mathematical thinking in developmentally appropriate ways. For example, early years students can create simple stories that involve counting, sorting, or sharing objects, reinforcing foundational math concepts like addition, subtraction, and fair distribution.

This approach encourages students to reason and explain their thought processes in a playful and engaging context. Instead of focusing on complex topics like geometry, stories for early learners might involve familiar scenarios, such as a character organizing toys by shape or size, or animals navigating a path to reach their home, introducing basic spatial awareness. These narrative-based activities not only build computation and reasoning skills but also make abstract ideas accessible and relevant to young children’s everyday experiences. A practical example of storytelling in math might involve students crafting a narrative in which a character needs to measure ingredients for a recipe, introducing them to concepts of weight and volume. This hands-on application helps students see the relevance of math in their everyday lives and reinforces their understanding through active participation.

Impact on Student Perception and Agency

The transformative power of storytelling in education extends beyond engagement to influence how students perceive their abilities and roles in learning. Freire (2005) emphasizes that education should empower students by connecting classroom experiences to their realities, fostering agency and confidence. Storytelling aligns with this philosophy by making mathematical concepts relatable and encouraging students to see themselves as active participants in their learning journey. Through narratives that mirror their own experiences, students can develop a sense of ownership and competence in mathematics, shifting their perception from passive receivers of knowledge to critical thinkers and problem-solvers.

Research by Towers et al. (2021) supports the idea that storytelling positively impacts students' emotional and cognitive engagement with math. Their study found that incorporating narrative-based learning led students to approach math with greater curiosity and reduced anxiety. The act of participating in stories that mirror real-life situations allows students to develop problem-solving skills in a non-threatening, playful context. For example, a story about a group of friends working together to solve a puzzle can inspire students to collaborate and think creatively when approaching mathematical challenges.

Boaler (2009) also notes that traditional math instruction focused on drills can contribute to disengagement and a negative attitude toward math. In contrast, storytelling introduces an element of play and exploration, shifting students' perception from viewing math as a series of isolated tasks to seeing it as part of a broader, more meaningful narrative. This shift can help students develop a positive attitude toward math and build resilience when faced with challenging problems. By embedding mathematical concepts within relatable stories, storytelling not only fosters engagement but also aligns with Freire’s (2005) emphasis on agency, empowering students to see themselves as active participants in their learning and to connect math with their own lived experiences.

Storytelling and Critical Thinking

In addition to fostering engagement and improving perception, storytelling plays a significant role in developing students' critical thinking skills. Research highlights that storytelling encourages learners to analyze, evaluate, and synthesize information by engaging with narratives that present mathematical problems and scenarios (Jacobi-Vessels et al., 2016; Toor & Mgombelo, 2015). van Manen (2016) emphasizes that effective educational practices encourage students to think beyond straightforward answers and consider various problem-solving strategies. Storytelling naturally aligns with this approach by providing a dynamic platform for students to explore alternative solutions and think creatively about mathematical problems. The process of interpreting, analyzing, and reflecting on narratives enables students to delve deeper into mathematical concepts and their applications.

The National Council of Teachers of Mathematics (2014) stresses the importance of communication in math instruction. Storytelling facilitates this by encouraging students to articulate their reasoning and share their thought processes. One aspect of storytelling that enhances reasoning is the inclusion of mathematical dilemmas—situations or problems embedded within a narrative that require students to use mathematical reasoning and problem-solving skills to find a solution (Jacobi-Vessels et al., 2016). For example, dilemmas might involve scenarios such as a character deciding how to fairly divide a set of cookies among friends, determining the shortest path to a destination, or calculating the total number of items needed for a group activity.

When students create or retell stories that include such dilemmas, they are not only solving problems but also explaining their methods and justifying their decisions. This iterative process reinforces their understanding and allows them to refine their reasoning skills. Additionally, it provides educators with insights into students’ thought processes, enabling them to identify misconceptions and provide targeted support (Jacobi-Vessels et al., 2016). By incorporating storytelling and mathematical dilemmas into instruction, educators can foster deeper engagement and support the development of essential communication and reasoning skills.

A practical classroom example for early years learners could involve teachers presenting a simple story where characters share a limited number of resources, such as food or toys, and inviting students to suggest fair ways to distribute them. For instance, the teacher might use a story about a group of friends sharing cookies or apples, encouraging students to explore concepts of division and fairness in an age-appropriate manner. This activity prompts discussions about sharing and problem-solving, allowing young learners to apply mathematical reasoning in a playful and engaging context. By engaging in such exercises, students begin to connect abstract concepts like equal distribution to real-world scenarios, fostering foundational math skills and ethical thinking in a developmentally appropriate way.

Moreover, storytelling can introduce open-ended problems that require students to hypothesize and experiment with multiple solutions. For instance, a story about a character planning a trip might involve calculating distances, budgeting for expenses, and deciding on the most efficient route. These types of activities encourage students to weigh different variables, assess outcomes, and make informed decisions. Such narratives not only build mathematical competency but also enhance students' critical thinking and decision-making abilities.

Storytelling also supports collaborative learning, as students often work in groups to create or analyze stories. This collaborative process fosters the exchange of ideas, the synthesis of different perspectives, and the development of interpersonal skills. When students work together to solve a story-based problem, they must communicate effectively, listen to others, and build on their peers' contributions. These experiences mirror real-world problem-solving scenarios, preparing students for future challenges.

Finally, integrating storytelling into math education helps students develop a growth mindset, defined by Dweck (2006) as the belief that abilities and intelligence can be developed through effort, persistence, and learning from mistakes. By framing challenges as opportunities for exploration rather than obstacles, storytelling aligns naturally with this mindset. When stories present characters overcoming difficulties through perseverance and creative thinking, students are inspired to approach their own mathematical tasks with a similar perspective. This positive framing not only builds resilience but also encourages students to take risks, experiment with new strategies, and embrace mistakes as valuable learning opportunities, reinforcing the principles of a growth mindset in the context of early math education.

Challenges and Future Directions

While the benefits of storytelling in math education are well-supported, several challenges need to be addressed. One significant issue is the lack of empirical studies focusing specifically on storytelling within inquiry-based frameworks like the International Baccalaureate Primary Years Programme (IB PYP) This gap indicates a need for more research to identify the most effective ways to integrate storytelling into math curricula and measure its impact over time. Additionally, teachers may face practical constraints, such as limited instructional time and the need for specialized training to implement storytelling strategies effectively (Toor & Mgombelo, 2015). Another challenge is adapting storytelling approaches to diverse classroom contexts, including those with students from varying cultural and linguistic backgrounds. For example, ensuring that stories are culturally relevant and inclusive can require additional preparation and resources. This issue is particularly relevant for classrooms with English language learners, where selecting and crafting stories that support both language acquisition and mathematical learning can be complex. Moreover, storytelling approaches often lack alignment with standardized testing requirements, which emphasize procedural fluency over conceptual understanding. This misalignment can discourage educators from adopting storytelling as a core teaching strategy. Teachers may feel pressure to prioritize test preparation over innovative, narrative-based methods, even when such approaches foster deeper engagement and understanding.

Addressing these challenges requires a multi-faceted approach. Professional development programs that equip teachers with the skills and resources needed to create and use math stories can play a crucial role in expanding the use of this method. Collaboration among educators to develop and share adaptable, culturally responsive story templates can also help address the challenges of diverse classroom contexts. Furthermore, advocacy for curriculum reforms that balance conceptual understanding with procedural skills could encourage greater adoption of storytelling practices.

Future research could explore the specific types of stories and narrative structures that are most effective for teaching different mathematical concepts, as well as the long-term impact on student learning and engagement. Additionally, studies could examine how storytelling can be effectively integrated into curricula that emphasize both inquiry-based learning and accountability measures, bridging the gap between innovative pedagogy and standardized educational frameworks.

Conclusion

The integration of storytelling into early years mathematics education offers a transformative approach to how students interact with and comprehend mathematical concepts. By weaving mathematical ideas into engaging and relatable narratives, educators can foster deeper conceptual understanding, enhance student engagement, and cultivate critical thinking skills. For early learners, an engaging and relatable narrative often includes familiar settings, characters they can identify with (such as children, animals, or everyday heroes), and simple, concrete problems that align with their developmental level. Stories that incorporate repetition, visual aids, and opportunities for interaction—such as predicting outcomes or solving problems alongside the characters—help sustain interest and ensure comprehension. For example, a story about animals sharing a basket of apples introduces concepts of counting and fair distribution, while the use of visual props like pictures or physical objects reinforces understanding. Storytelling serves as a bridge between abstract mathematical concepts and the lived experiences of students, creating opportunities for meaningful connections and reducing the anxiety often associated with traditional methods of instruction.

Moreover, storytelling aligns naturally with inquiry-based and student-centered educational frameworks, such as the IB PYP. It promotes exploration, collaboration, and reflection, encouraging students to approach math as a tool for solving real-world problems rather than an isolated academic subject. Through storytelling, students gain the confidence to experiment with different strategies, articulate their reasoning, and embrace challenges with curiosity and resilience.

However, the successful implementation of storytelling in mathematics requires addressing several challenges. Educators need adequate training, access to resources, and support in integrating narrative approaches into their curriculum. Collaborative efforts between researchers, educators, and curriculum developers are essential to overcome these barriers and fully realize the potential of storytelling in the classroom. Future research should explore the long-term impacts of storytelling on student achievement, engagement, and attitudes toward math, while also identifying the most effective practices for diverse educational contexts.

In summary, storytelling represents a powerful pedagogical tool with the capacity to revolutionize mathematics education for young learners. By adopting storytelling practices, educators can create dynamic and enriching learning environments that inspire creativity, foster a love for mathematics, and equip students with the skills to navigate and understand the world through a mathematical lens.