Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners

Artigo2024

Emily S. W. Sum; Miranda K. Y. Wong; Antonia Y. T. Yip; Wee Tiong Seah

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Resumo

This paper reports an intervention study in the teaching of fraction concepts at a village school in Hong Kong. The classes consisted of 60 Grade three students with different cultural backgrounds, including African, Chinese, Filipino, Korean, Nepalese, and Pakistani. The study represents one of the relatively few studies that investigate the effectiveness of storytelling in teaching mathematics to ethnic minority (EM) students in the East Asian context. The quantitative analysis in a pre/post-test intervention/control group design shows reduction in achievement gap between EM students in rural settings and their Chinese peers in urban districts, including concepts such as part--"whole interpretation," "fraction language," and "mathematics vocabulary." Analysis of classroom discourse based on the culturally responsive mathematics teaching (CRMT) framework reveals the multimodal features of storytelling provide greater access for EM students in acquiring language-related conceptualizations of fractions. Based on our analysis, we argue that mathematics teaching is inseparable from language teaching, which is often ignored or not planned explicitly in the lesson. Storytelling integrates language with mathematics content authentically and allows students to cope with the language demands in learning mathematics and to encounter the mathematics in real-world context.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education
Ano: 2024
Idioma: en
Palavras-chave: Foreign Countries; Mathematics Instruction; Fractions; Mathematical Concepts; Student Diversity; Grade 3; Elementary School Students; Story Telling; Minority Group Students; Culturally Relevant Education; Language Usage; Rural Schools
ISSN: 1571-0068
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SUM, Emily S. W. et al.. Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners. International Journal of Science and Mathematics Education, 2024. Disponível em: http://dx.doi.org/10.1007/s10763-023-10388-5. Acesso em: 5 nov. 2026.

APA

Sum, E. S. W., Wong, M. K. Y., Yip, A. Y. T., & Seah, W. T. (2024). Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-023-10388-5

BibTeX

@article{sum2024,
  author = {Sum, Emily S. W. and Wong, Miranda K. Y. and Yip, Antonia Y. T. and Seah, Wee Tiong},
  title = {Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners},
  year = {2024},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-023-10388-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Sum, Emily S. W.
AU  - Wong, Miranda K. Y.
AU  - Yip, Antonia Y. T.
AU  - Seah, Wee Tiong
TI  - Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners
PY  - 2024
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-023-10388-5
LA  - en
ER  -

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