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Junkin, Samantha Faye
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Education Mathematics Social Sciences Other

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Using Story as an Instructional Strategy to Teach Mathematics. Junkin, Samantha Faye
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p52-58

Abstract

Most instruction focuses on procedural learning. Students dont understand why they are doing mathematical procedures and mimicking the teacher. While conceptual learning has been proven to increase student achievement. Story is an instructional strategy that conceptually teaching mathematics. Students become emotional invested and apply their mathematical learning to make predictions.
Barriers and Strategies to Increase Story as an Instructional Strategy Junkin, Samantha Faye
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1: Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p12-21

Abstract

Story is an instructional strategy that is often forgotten or misused. Some mathematics educators believe they are using story when in reality only utilizing word problems, which is very different from story as an instructional strategy. When used properly, story gets students emotionally invested within the story and their learning, this increases student achievement in mathematics. Despite the low scores on the Florida State Assessment (FSA) Algebra 1 End-of-Course (EOC), teachers are still not using story as an instructional strategy. This study determines the barriers preventing the usage, along with strategies to increase the usage of story as an instructional strategy.
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