• Communications of Mathematical Education
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• v.28 no.2
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• pp.179-193
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• 2014

After National Mathematics Education Advanced Plan represented in 2012, mathematics education fields began to attention to 'Storytelling'. Because the plan contains important topics, reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. As one of the methods for improving understanding about mathematics, Storytelling in mathematics is emphasizing recently. The purpose of this study is to analyse the articles about 'Storytelling Mathematics' to find how the media report it. Also, we discuss the direction of Storytelling in mathematics education. The conclusion of this study is that most of the privately-owned company is using the Storytelling as a tool for advertising commercially. Readers have to make a decision which articles are true or useful. A policy makers must ponder how the 'Storytelling Mathematics' policy affect the demands and suppliers in education.

• 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.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.28 no.1
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• pp.57-63
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• 2014

Recently, some storytelling materials based on music or CAS tools have been introduced. Activities or concepts in art can be utilized as such material. In this article, we propose a mathematical storytelling material based on design scheme.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.221-248
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• 2013

Among five types of the model textbook based on storytelling, the type of 'Inquiry into history of Mathematics' focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for 'Inquiry into History of Mathematics' by analyzing the chapter about 'Complex number and Quadratic Equations' of the model textbook. The chapter was implemented in classroom environment and students' understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.

• The Mathematical Education
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• v.55 no.4
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• pp.417-445
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• 2016

The purpose of this research is to discover and analyze the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other of storytelling-based math education among elementary teachers based on the concerns-based adoption model (CBAM). And then the researcher derives support strategies for the education by empirically examining at which levels and how actual elementary teachers perceive storytelling-based math education and also how they adopt it. In addition, the researcher lays the purpose of this study on seeking proper supporting strategies for helping elementary teachers implement storytelling-based math education and providing basic material for teaching activities by examining the correlation between stages of concern, levels of use and the innovation configuration, and grasping the relation between teachers concern and their educational practice regarding storytelling-based math education.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.301-311
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• 2015

If the storytelling Mathematics is teaching Mathematics by making and telling stories on Mathematics, the storymaking with Mathematics is that teachers(or mathematicians) who wish to develop their opinions concerning about their interesting fields apply them into a real life. They can use mathematical consequences for their arguments. I'll call it 'storymaking'. It could let the general public know that studying Mathematics is useful. So this application is helpful to the popularization of Mathematics.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• 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.