• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.413-430
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• 2013

The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.493-504
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• 2014

Some problems of elementary mathematics textbook applying storytelling continue to be suggested since implementing it in mathematics instruction. The paper looks into concrete problems. First problem is the lack of mathematics education experts studying storytelling in the field. Second problem is that a variety of materials including storytelling need to be used in the process of developing instruction materials. Third problem is that storytelling needs to include integration of various mathematical knowledge. Fourth problem is that it is needed to develop making storytelling focused on mathematical concepts. Fifth problem is that there is no appropriate lessen plan necessary for instruction applying storytelling. Sixth problem is that storytelling inducts intrinsic motivation as well as extrinsic motivation. Final problem is the sources of story need to be diverse. It is expected that storytelling reflecting those aspects is developed.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.19-35
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• 2014

In this study, an experimental elementary school mathematics textbooks in use in the effects of the storytelling investigated. For this purpose, three different elementary schools teachers and students to a group of grades 3-4 mathematics textbooks for the effects of the storytelling questionnaire study. Survey, teachers were given an overall rating of storytelling in mathematics textbooks were positive recognition. Specifically, learning motivation and communication have significant positive recognition and learning of mathematics content that was helpful. The students are given an overall rating of storytelling textbooks showed a positive reaction. Grade 3 students were more positive than the four-year students. More specifically, mathematics is interesting storytelling. That public education was more fun than private supplementary education. But for storytelling low-level math students need measures showed insignificant changes.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.541-554
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• 2013

Recently, storytelling was emphasized in mathematics education for students to have interest in mathematics and active attitude about the mathematics. Storytelling can provide a meaningful mathematical context that motivates children to learning mathematics actively. And also, the power of storytelling for engaging children in mathematics learning was evident in the many research. According to this trend, the new mathematics textbook applying storytelling was developed. Already this textbook applying storytelling was used in grade 1-2 in 2013. Grade 3-4 will use this new textbook in 2014 and grade 5-6 will use new textbook in 2015. This study reviewed the mathematics educational meaning of storytelling and discussed the educational rationale of introducing the storytelling in mathematics education, and offered practical teaching method for applying storytelling in mathematics instruction.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.41-56
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• 2014

The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

• School Mathematics
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• v.15 no.4
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• pp.683-699
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• 2013

At the point when textbooks based on storytelling have been used in math classes for elementary first and second grades, this research analyzed any changes in perspectives of in-service teachers towards storytelling education, to promote further application for teaching and learning math by storytelling in the future. 30 in service teachers who have used math textbooks based on storytelling were surveyed in March and in July, 2013. For the better understanding of the survey results, four of the subjects were selected and interviewed. Consequently, teachers' perspectives towards the appropriateness and efficiency of the storytelling education did not change significantly. It also suggested that the most suitable area for storytelling is measurement, the least suitable area is geometry, and storytelling by real-life applications is effective in teaching elementary math.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.429-447
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• 2021

This study explored the changes in storytelling styles in high school first-year textbooks between the 2007 Revised National Curriculum of Mathematics and the 2015 Revised National Curriculum of Mathematics. The results are indicated as follows. First, the quantitative aspect of storytelling gradually increased in the textbook aligned with the 2015 Revised National Curriculum of Mathematics. Second, as for types of storytelling, the real-life connection and academic convergence types appeared most frequently, followed by mathematical history inquiry types, decision-making types, and tool utilization types. Third, storytelling appeared most frequently in 'main-body' of a lesson in terms of textbook content composition, followed by 'introduction', 'lesson materials', and 'evaluation'. This study implies that more diverse stories need to be developed; including the mathematical history inquiry types, the decision-making types and the tool use types. Textbooks should be organized not that the piecemeal storytelling presented in 'introduction' of a lesson but that a coherent story penetrates the entire unit to be utilized until the end of the lesson.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.205-220
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• 2013

In this research, in order to investigate the principles for the development of mathematics textbook for decision-making based on storytelling, we conceptualized the educational meaning of decision-making and specified the principles and the methods for the textbook based on decision-making. We illustrated the principles and the methods by the cases from the model textbook for the conditional probability that we have developed. We discussed the implication for the future development and implementation of mathematics textbook for decision-making based on storytelling.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.169-187
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• 2014

The purpose of this study is to analyze responses of children and teachers in elementary school to math texts applying storytelling in use, and propose some efficient methods for teaching the noumenon of math concept via storytelling math according to analyzed results. For this purpose, we choose 2nd grade children and teachers in J Province for the effects of the storytelling questionnaire study. The results of the survey lead that most children add zest to the math and most teachers are positive to the storytelling math, however, some of low-level and high-level math children lose their interest in math, and some teachers need some systematic devices to help them understand sufficiently and can teach the storytelling math meaningfully. Therefore, there seems to be needed a program that help children develop the achievement of math and teachers teach the storytelling math expertly.