Storytelling as a pedagogical strategy for culturally responsive mathematics teaching

• Emily S.W. Sum ^[1] ; Miranda K. Y. Wong ; Tiong Wee Seah
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 67-74
• Idioma: inglés
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• Resumen

  • This paper reports an intervention study with 60 Primary three students in Hong Kong mathematics classrooms in which the language of instruction (English) was not the first language for neither the teachers nor their students. The purpose of this study is to investigate the effectiveness of storytelling to develop fraction language and concepts based on the theory of culturally responsive teaching. The pre-test scores of the intervention group was significantly lower than the control group, yet post-test scores showed that both groups performed comparably well. These initial findings suggested that integrating storytelling with a culturally responsive teaching approach can reduce the achievement gap between culturally and linguistically diverse students in rural settings and their peers in urban districts.