Storytelling in Mathematics Education: Exploring Its Pedagogical Potential through a Preservice Teacher Training Program
Keywords:
storytelling, mathematics educationAbstract
This study examines the impact of a structured training program designed to enhance preservice teachers’ pedagogical competence in integrating storytelling into mathematics instruction. Employing a mixed-methods approach, the study investigated participants’ attitudes, expectations, and experiences before and after the training, as well as the extent to which their acquired knowledge and skills were reflected in the lesson plans they designed. Quantitative and qualitative data were collected through questionnaires, reflective journals, and an analytic rubric used to evaluate lesson plans.
The findings revealed highly positive attitudes toward the pedagogical potential of storytelling, alongside initially low self-efficacy in implementing narrative-based lessons. Following the training, participants reported increased confidence, satisfaction, and conceptual understanding of how storytelling can be used to make mathematics more engaging and meaningful. Analysis of the lesson plans demonstrated strong mathematical accuracy and curricular alignment, though further development is needed in learner engagement, creativity, and the use of multiple representations.
Overall, the results highlight the effectiveness of targeted professional development that bridges theory and practice, enabling preservice teachers to translate innovative pedagogical concepts into classroom-ready applications. The study contributes to the growing body of research on narrative-based mathematics education and underscores the need for sustained, reflective, and practice-oriented teacher education programs.
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