• 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.

• 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 The Korean Association of Information Education
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• v.14 no.4
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• pp.537-545
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• 2010

The purpose of this paper is to develop mathematics learning contents for elementary school 3rd graders and to verify the educational effectiveness of contents developed. An ADDIE model was applied to develop mathematics learning contents based on storytelling for concept learning. After extracting 54 concepts from the mathematics curriculum, researchers designed strategies using concepts that were combined with context which is familiar to young students. Researchers implemented a survey and interview to students and teachers to verify the effectiveness of contents. As a result, the understanding, interest, concentration, and expectation of students toward the contents developed were very high, and teachers also mentioned that these contents could be very useful teaching materials for motivation.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.527-544
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• 2015

Storytelling is one of the important features in the elementary school mathematics textbooks of the 2009 revised curriculum. In particular, the whole 'comparing objects' unit in the first grade mathematics textbook is based on storytelling method. In this study, we investigate the contents of the stories and the mathematical activities in the 'comparing objects' unit from both mathematical and character educational viewpoints. Based on our investigations, we analyze educational problems on teaching and learning mathematics as storytelling, suggest reconstructed alternative mathematical activities, and drew their educational implications.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.547-566
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• 2013

Education, Science and Technology Department in January 2012, announced the advancement of mathematics education scheme. Select a textbook of storytelling method in policy by this, it is easy to understand the math, and that you can learn happily, was fabricated and spread. In this study, we selected three of the textbook that describes the set to its characteristics the application of storytelling in a textbook of mathematics 13 different middle school that will be used from March 2013. And of research that the textbook is to analyze the reflected reality of storytelling that is part of the advancement scheme of mathematics education content and direction and basic curriculum of current. View by presenting instead I is an object of the present invention. Six components of storytelling in the teaching and learning context that is proposed in the Park's study (2012) are used to analyze. Those are 'Persona', 'empathy', 'analogy', 'aesthetic experience ', 'plot' and 'time'. The data were analyzed storytelling was used to introduce the nature and mathematical concepts in math textbook based on these elements 6. That is looking at the ratio of the presence or absence of reflecting elements of storytelling on teaching and learning context that the data storytelling meets much the elements of storytelling to investigate the characteristics of each textbook. It is expected to provide the information and resources needed to develop methods and materials that can be studied to be interested in conjunction with real life mathematics as a result of this study.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.301-319
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• 2013

In this study we developed a textbook for middle school mathematics, especially focusing on the 1st grade, based on storytelling, did experimental lessons using the developed textbook, and surveyed the responses of students to the lesson by three kinds of questionnaire and teacher interview. The results of this study can serve as basic data for other researches about storytelling-related education in school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.143-158
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• 2015

This research was conducted with focus groups interviews targeted at elementary teacher to analyze perceptions on storytelling based mathematics textbooks. As a result, elementary school teacher recognizes the introduction of storytelling as a major change in the revised textbooks. In addition, a change in the appearance of the revised textbook, the role of the Materials package, a change of assessment items, and increased exploration activity and the experience turned out to be having a significant impact on actual classroom as much as the introduction of storytelling.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.341-356
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• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.231-250
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• 2015

The objective of this study is to analyze the effects 6th grade mathematics lessons applying story making have on the mathematics achievement and attitude toward mathematics. For this study, using two examination devices for measuring mathematical attitudes and mathematics learning achievement, a pre-test and post-test were conducted. In the pre-test, it was found that the two groups are identical groups. The post-test was used for verifying the research problems and the results of post-test were analyzed using t-test. The findings of this study are below. First, lessons applying story making influenced the mathematics achievement of children. This implies that lessons applying story making are more effective for improving a mathematics achievement than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of learning achievement in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on the mathematics achievement of children. Second, lessons applying story making influenced the mathematical attitudes of children. This implies that the lessons are more effective for improving mathematical attitude than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of mathematical attitudes in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on mathematical attitudes of children. From the results, it was found that mathematics lessons applying story making can be used to change the mathematics achievement and mathematical attitudes of students positively.