Reflective Analysis: Bridging Research and Practice in Mathematical Storytelling

Original Document HERE

Working on a capstone project about storytelling in early years mathematics, focusing on children aged 3 to 8, has been both enriching and insightful. Through an in-depth literature review and the creation of an educational website, I explored how storytelling can be a transformative tool in math education. This analysis reflects on my experiences, insights, and challenges, showing how this journey has shaped my teaching and professional growth.

Conducting the Literature Review: Building a Foundation

The literature review was essential in understanding how storytelling and math education intersect. Key works like Boaler’s (2009, 2017) research on hands-on learning, Freire’s (2005) emphasis on dialogic education, and van Manen’s (2016) focus on connecting teaching to real-life experiences showed how traditional math teaching can be limiting. Storytelling emerged as a way to make learning engaging and meaningful.

One key takeaway was storytelling's adaptability. Research by Su (2020) and Gifford (2019) highlighted how storytelling engages both emotions and cognitive skills, making abstract math ideas accessible. However, I found a gap in studies showing how to consistently integrate storytelling into early years math education. This inspired me to create a practical, research-based resource for educators—Stories in Math.

Developing the Website: Translating Theory into Practice

Creating the Stories in Math website allowed me to turn theory into practice. The website was designed to provide user-friendly, research-backed resources that empower educators to use storytelling in their classrooms. It includes lesson plans, step-by-step guides, and examples grounded in inquiry-based learning while ensuring adaptability for various settings.

For example, the lesson plans focus on connecting math to real-life contexts, such as using natural materials or personal stories. This approach not only demonstrates how storytelling fosters connections between math and real-world applications but also inspires teachers to make lessons interactive and engaging.

Insights and Challenges

Evolving Perspective on Storytelling

Initially, I saw storytelling as a way to make math more engaging by introducing abstract concepts. Over time, I realized its broader potential as a framework for inquiry, collaboration, and problem-solving. It became clear that storytelling is not just about narrating pre-written stories—it’s about empowering students to create their own narratives, ask questions, and connect math to their experiences.

Adapting for Diverse Contexts

A significant challenge was designing resources applicable to various curriculums and school settings. Educators in IB Primary Years Programme (PYP) schools may approach storytelling differently than those in traditional teacher-led classrooms. Balancing universal applicability with specificity required continuous feedback. As a mentor and coach for early years and Grade 1 teams, I shared drafts with colleagues and peers, refining content through their feedback. These collaborative efforts enhanced the relevance and accessibility of the materials.

Supporting English Language Learners (ELLs)

Storytelling relies on language, which can be a barrier for ELLs. To address this, I incorporated visual aids, manipulatives, and multimodal expression, such as drawing or acting out stories. These strategies ensured that language barriers didn’t hinder participation, making the lessons inclusive and effective.

Designing the Lesson Plans

The lesson plans evolved into a three-part structure:

  1. Setting the Context with Real-World Examples: Relatable scenarios ground math in familiar experiences, aiding comprehension, especially for ELLs.

  2. The Lesson: Step-by-step instructions provide clarity for educators while allowing flexibility for diverse classroom settings.

  3. Connecting to Bigger Ideas: This section reflects on how the activity supports mathematical reasoning, collaboration, and real-world applications.

This structure ensures the lessons are adaptable and engaging, encouraging creativity and deeper conceptual understanding.

Looking Forward: Opportunities for Growth

This project is just the beginning of my journey to advocate for storytelling in math education. The dynamic nature of classrooms and evolving needs of educators require flexible resources that stay updated. Moving forward, I aim to:

  • Engage Educators Globally: Foster collaboration by gathering feedback and encouraging contributions from educators who use the website.

  • Expand Multimedia Resources: Add videos, testimonials, and interactive tools to make the website more dynamic and accessible.

  • Research Long-Term Impacts: Investigate how storytelling shapes students' problem-solving, reasoning, and engagement over time.

By creating a global platform, I hope Stories in Math becomes a collaborative hub for educators to share, innovate, and inspire.

Conclusion

This capstone project has expanded my understanding of storytelling’s potential in math education. Initially, I viewed it as a tool for engagement; now, I see it as a way to empower students as thinkers and creators, connecting math to their lives in meaningful ways. The literature review provided a solid foundation, while the website turned insights into practical resources. Together, these efforts demonstrate how storytelling can foster curiosity, creativity, and lifelong learning in early years mathematics. As I move forward, I remain committed to helping educators explore the transformative power of storytelling in their teaching.