Acceso usuarios
[1]
;
Li-Fang Chou
[2]
;
Nur Najla binti Zainal Anuar
[3]
Indonesia
Taiwán
Asian schools have consistently demonstrated higher academic achievement in mathematics compared to Western countries, largely due to cultural factors and the intensity of their educational systems. However, this success often comes with increased stress levels, which contribute to math anxiety (MA) among students. Research in cognitive psychology has shown a positive link between storytelling and enjoyable learning experiences. Nevertheless, the use of storytelling, specifically in mathematics education, still needs to be explored. This study synthesizes previous empirical research on storytelling in mathematics classrooms across Asian schools, from early childhood to high school, through a narrative review utilizing Voyant Tools. Nineteen studies, selected from seven digital databases spanning January 2004 to July 2023, were analyzed. The findings revealed that different educational levels employ varied storytelling methods in mathematics education. For instance, in elementary schools, storytelling techniques such as total physical response storytelling (TPRS) and visual aids combined with enjoyable physical activities are commonly used. In contrast, digital storytelling (DST), incorporating brain-based learning (BBL) principles, visual imagery, and music—with or without student projects—is more prevalent at the high school level. Overall, storytelling has proven to be an effective tool for motivating students in mathematics by making the subject more comprehensible and enjoyable.
