Digital storytelling in mathematics: a competence-based methodology

Albano, Giovannina; Pierri, Anna

doi:10.1007/s12652-016-0398-8

Cited by 18 publications

(13 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This hypothesis is supported by many different studies in which stories are used effectively in mathematics and science classrooms, in which they are useful to explore and describe complex systems, and even involving technologies [5,[7][8][9][10]. One of the advantages of using stories in mathematics lessons is the fact that they can help students to understand concepts and ideas, and are beneficial in the process of problem-solving [2].…”

Section: Introductionmentioning

confidence: 93%

A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students

Nicchiotti,

Donatiello,

Bianco

2024

Education Sciences

View full text Add to dashboard Cite

In this paper, we will explain the development of a mathematical activity involving narrative and short stories in particular, with the aim of investigating whether it is possible to use the narrative approach to promote the construction of recursive thinking in high school students from a four-year scientific high school (Grades 11 and 12). We present qualitative research based on the networking of two theoretical frameworks used to analyze students’ protocols and the issues surfacing during class discussion: Abstraction in Context (AiC) and Documenting Collective Activity (DCA). In our research, the students, divided into small groups, dealt with a highly immersive “story problem” with the Sierpinski Triangle as its central element. The task was designed to ensure consistency with the story and involved the construction, with GeoGebra 6.0 software, of a fractal city, Fractlandia, with squares and sinkholes. The preliminary results show that the story proposed functioned as a motivation to solve the problem, and the last questions of the task proved the most engaging for the students, mainly because of the connection with the story, and also because they involved some reflection about the behavior to the infinity of the perimeter and the area of the Sierpinski Triangle.

show abstract

Section: Introductionmentioning

confidence: 93%

A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students

Nicchiotti,

Donatiello,

Bianco

2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…DST develops the content knowledge and pedagogical competence of prospective mathematics teachers (Istenic Starčič et al, 2016). Moreover, it supports student participation in order to ensure better learning (Albano & Pierri, 2017). DST is a powerful tool for creating more interesting and entertaining learning environments that make it easier to associate mathematics with daily life and enable effective learning and participation (Özpınar, Gökçe & Yenmez, 2017).…”

Section: Dst and Mathematics Educationmentioning

confidence: 99%

The effect of digital storytelling on the development of preservice mathematics teachers’ technological pedagogical content knowledge

2023

JETT

View full text Add to dashboard Cite

Digital storytelling (DST) is, in general terms, a form of storytelling created by incorporating technological elements into traditional storytelling. DST has begun to be used frequently in education. Digital stories are utilised to provide information or instruction on personal stories, historical events or a specific subject. One of the subjects studied is the effect of DST on the Technological Pedagogical Content Knowledge (TPACK) of teachers and prospective teachers. DST helps to integrate the curriculum, pedagogy and technology holistically with advantages such as active participation, development of skills and development of the learner as a person. The aim of this study is to examine the effect of DST on the development of TPACK in preservice secondary mathematics teachers. A transformative mixed research method was used in the study. The participants were 44 preservice mathematics teachers studying in their final year at a state university in Turkey. The data were obtained through a demographic form, the TPACK-Math scale, lesson plans and interviews. For the data analysis, the paired samples t-test, Wilcoxon signed-rank test, Shapiro-Wilk test and TPACK diagram were used. As a result of the research, it was seen that DST enabled the development of the preservice teachers' TPACK knowledge. In addition, it was determined that the prospective teachers felt most comfortable in using the software, whereas they had the most difficulty in creating the script.

show abstract

“…In the literature, it is seen that DSs are used in many fields of education. Some of these are mathematics (Albano & Pierri, 2017;Cemil, 2015), science (Ulum & Yalman, 2018), and language education (Moradi & Chen, 2019). The use of DST in education has an impact on students, preservice teachers, teachers and educators.…”

Section: Dst and Educationmentioning

confidence: 99%

“…Music is also used from time to time to arouse emotion (Bran, 2010). According to Albano and Pierri (2017), DST is concerned with adding various types of combined multimedia such as recorded audio, hypertexts, video clips, music, images, etc. to the ancient practice of storytelling.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teachers’ Evaluation of Digital Stories and Views

ENGİN

2022

Journal of Computer and Education Research

View full text Add to dashboard Cite

Different tools are used in the evaluation of digital stories. However, it is thought that the evaluations of the teachers are at least as important as the formal and technical evaluations. The aim of this study was to investigate middle school mathematics teachers’ evaluations of 36 digital stories. Furthermore, at the end of the process, the aim was to examine their views on the use of digital stories in the learning environment. The participants were seven mathematics teachers. The data were analysed by content analysis. As a result of the research, it was seen that examples and mathematical activities were the most liked features of the digital stories. The least liked features were images, errors and examples. When the views of the teachers were examined, it was seen that all participants stated the need for digital stories in mathematics classes and wished to learn and use digital stories.

show abstract

Digital storytelling in mathematics: a competence-based methodology

Cited by 18 publications

References 11 publications

A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students

A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students

The effect of digital storytelling on the development of preservice mathematics teachers’ technological pedagogical content knowledge

Mathematics Teachers’ Evaluation of Digital Stories and Views

Contact Info

Product

Resources

About