THE USE OF STORYTELLING CAN PLAY IN TEACHING AND LEARNING FRACTIONS TO THIRD GRADE STUDENTS

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Published: Oct 9, 2020
DOI: https://doi.org/10.12681/enedim.20918
Keywords:
storytelling teaching and learning of fractions students of diverse achievement levels
Ιωάννα Καϊάφα (Ioanna Kaiafa)
University of Western Macedonia
Abstract

The main purpose of this study was to investigate the role that the use of storytelling can play in teaching and learning fractions to third grade students. More specifically, through the experimental process followed, we attempted to investigate the potential impact of the use of storytelling on Third Grade Primary Students’ achievement in fractions and to identify which students benefit most from this teaching approach (high, medium or low achievement students). Finally, we attempted to determine the specific types of mathematical skills that storytelling may have a positive impact on.The results from this study indicated that the use of storytelling had a positive impact on students’ performance in fractions, as the experimental group students, who were taught fractions through storytelling, performed better than the control group students. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive impact on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.

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Author Biography
Ιωάννα Καϊάφα (Ioanna Kaiafa), University of Western Macedonia
PhD in Elementry Education, University of Western Macedonia
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