Story mode : an active approach to teaching Primary Mathematics

Abstract

Mathematics has long been regarded as an abstract subject, a formula or function that children need to memorise with long and duplicated exercises to be worked out. However, research has shown that children learn through a context and in an atmosphere that recognises their interests (National Council of Teachers of Mathematics, NCTM, 2000). This dissertation aims to promote a story mode pedagogy as a medium for creating a classroom environment in which Mathematics is appreciated, understood and enjoyed. Children will learn if they can see that what they are doing in class is relevant to their life experience. Therefore a resource pack was created to restructure the Year 4 Mathematics syllabus to include stories and post-matching activities (where possible and where meaningfully done). The resource pack was given to four Year 4 teachers across church and state schools. Through lesson observations, teachers’ interviews and pupils’ questionnaires, the researcher identified the main benefits of adopting a story mode pedagogy during primary Mathematics. The most apparent of these benefits is that “literature provides such a contextual base by embedding the meaning of the Mathematics in situations to which children can relate” (Shih & Giorgis, 2004, p. 328). Moreover, teachers’ lesson delivery and maths-related books have emerged as key factors that determine the extent of effectiveness of this pedagogy.