Why Storytelling Matters in Early Years Mathematics (Ages 3–8)

As an early childhood educator and a Master's student specializing in mathematics education, I have been exploring innovative ways to make math more meaningful for young learners, particularly those aged 3 to 8. One approach that has transformed my teaching practice is embedding storytelling into mathematics lessons. This method is rooted in both my personal experiences and research-backed insights, highlighting how storytelling can shift students' perceptions of math from rote memorization to a meaningful and engaging subject.

My Journey and Observations

Growing up in Korea, my relationship with math was fraught with stress and pressure. Like many children, I experienced repetitive arithmetic drills that prioritized speed and accuracy over understanding. This relentless focus on fact fluency, without exploring the purpose behind math, fostered a deep-seated aversion. However, when I moved to Canada, I encountered a different approach—math instruction that emphasized problem-solving and conceptual understanding. Despite excelling in calculations, I struggled with explaining my thought processes and solving word problems due to my limited conceptual foundation.

Now, as a Grade 1 teacher at an International Baccalaureate (IB) Primary Years Programme (PYP) school in South Korea, I witness similar struggles among my students, many of whom practice math drills at home, focusing solely on speed and competition. For instance, one student diligently completes multiplication worksheets every morning without understanding their purpose. Another student, who excelled in global math competitions, expressed confusion when tasked with creating a math story using toys. These experiences have driven my passion for exploring storytelling as an alternative approach to make math more relatable and engaging for young learners.

The Power of Storytelling in Early Math

Research supports the idea that storytelling is a powerful pedagogical tool for young learners. Su (2020) highlights that storytelling fosters curiosity and wonder in math, transforming learning into an adventure rather than a chore. Toor and Mgombelo (2015) emphasize that storytelling humanizes mathematics, bridging the gap between memorized facts and deep conceptual understanding by connecting abstract ideas to real-world experiences.

One reason storytelling is effective in early math education is that it situates learning within familiar and relatable contexts. Van Manen (2016) argues that focusing on the “everyday lived experience” of children enhances their engagement and understanding. For instance, a story about animals sharing food can introduce division and fractions, while a treasure hunt narrative can explore addition and subtraction in an exciting way. Similarly, Boaler (2017) asserts that students learn best when encouraged to explore, think critically, and engage with math beyond drills.

Storytelling and Inquiry-Based Learning

In the IB PYP framework, inquiry-based learning is central to fostering student curiosity and critical thinking. Storytelling fits seamlessly into this framework by encouraging students to investigate, reflect, and share their reasoning. For example, during a math storytelling session, students might use animal characters to solve addition or subtraction problems, visualizing and explaining their thought processes. Another activity could involve students creating their own stories to represent number patterns, reinforcing multiplication and division concepts. Such approaches align with the National Council of Teachers of Mathematics (2014), which advocates for teaching strategies that emphasize problem-solving and communication.

Shifting Perceptions and Fostering Engagement

Storytelling has transformed how my students perceive math. Activities once seen as disconnected tasks are now viewed as opportunities to engage creatively and meaningfully. By embedding math within stories, students become active participants in problem-solving. For instance, when children create stories where characters face math challenges, they practice computation and develop critical thinking by explaining their solutions. As Freire (2005) asserts, education should empower learners to connect knowledge to their lived experiences, fostering agency and critical thinking.

Looking Ahead

While there is limited research specifically focusing on storytelling within the IB PYP framework, my classroom experiences reveal its immense potential. Future studies could explore the narrative structures and themes most effective for teaching various mathematical concepts to young learners. Nonetheless, storytelling already proves to be an invaluable tool for making math accessible, engaging, and enjoyable.

By sharing these insights and practical resources on my website, I hope to inspire other educators to adopt storytelling as a transformative tool in early years mathematics. Through storytelling, we can create a learning environment where math becomes a source of joy, curiosity, and discovery for children aged 3 to 8.