Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners
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The value of a well-structured storytelling activity can increase student performance and provide support and rich linguistic and non-linguistic resources for deepening understanding in mathematics education.
“This is in line with Sum et al.’s (2023) conclusions that the value of a well-structured storytelling activity can increase student performance and provide support and “rich linguistic and non-linguistic resources for deepening their understanding” (p. 646) in mathematics education.”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Sum et al.’s (2023)
Digital storytelling serves as a pedagogical bridge between home and school contexts.
“Furthermore, it serves as a “pedagogical bridge between home and school contexts” (p. 648).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Sum et al.’s (2023)
Despite important work related to CRMT and storytelling in mathematics education, the two research studies have remained largely separated, and little is known about if and how storytelling supports students' mathematics learning in sociocultural contexts.
“Sum et al. (2024) noted that “despite the important work related to CRMT and storytelling in mathematics education, the two research studies have remained largely separated, and little is known about if and how storytelling supports students’ mathematics learning in […] sociocultural contexts” (pp. 637–638).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Sum et al., 2024
Cites
Lonigan, C. J., & Whitehurst, G. J. (1998) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(99)80038-6 · Cited by 702 · see citing works
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners
Moschkovich, J. (2002) · Mathematical Thinking and Learning · doi:10.1207/s15327833mtl04023_5 · Cited by 516 · see citing works
Making culturally responsive mathematics teaching explicit: a lesson analysis tool
Aguirre, J. M., & del Rosario Zavala, M. (2013) · Pedagogies: An International Journal · doi:10.1080/1554480x.2013.768518 · Cited by 195 · cited 12× · see citing works
“Furthermore, despite the important work related to CRMT and storytelling in mathematics education, the two research studies have remained largely separated, and little is known about if and how storytelling supports students’ mathematics learning in East Asian sociocultural contexts.”
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Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies
Bertrand, M. G., Sezer, H. B., & Namukasa, I. K. (2024) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-024-00152-x · Cited by 28 · see citing works
- Authors
- Sum, E. S. W., Wong, M. K. Y., Yip, A. Y. T., & Seah, W. T.
- Affiliations
- The University of Melbourne (AU)
- University of Warwick (GB)
- Western University (CA)
- Corresponding author
- Sum, Emily S. W.
- Venue
- International Journal of Science and Mathematics Education
- Published
- 2023-06-08
- Volume
- 22
- Issue
- 3
- Pages
- 633-655
- ISSN
- 1571-0068 (ISSN-L)
- 1573-1774
- OpenAlex
- W4379742632
- Cited by
- 7
- References
- 3
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 1 · 2023: 1
- FWCI
- 3.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- International Journal of Science and Mathematics Education (publishedVersion)
- Warwick Research Archive Portal (University of Warwick) (submittedVersion)
- Funders
- Education Bureau, Hong Kong SAR
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- storytelling, fraction concepts, culturally and linguistically diverse students, ethnic minority students, mathematical terminology, achievement gap, rural schools, third grade, Hong Kong
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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