Maths Through Stories: Developing Conceptual Understanding through Narrative

What is the Maths Through Stories Approach?

Maths Through Stories is a research-based pedagogical approach that uses the power of storytelling—primarily through high-quality picture books—to teach mathematical concepts. Founded by Dr. Natthapoj Vincent Trakulphadetkrai (University of Reading), the approach moves beyond using stories as mere “hooks.” Instead, it integrates narrative and mathematics so that the “how and why” of the math is woven into the plot, characters, and illustrations.

In a Maths Through Stories session, a teacher uses a carefully selected story to introduce, explore, or consolidate a concept. By immersing learners in a context where characters must solve mathematical problems to progress, the abstract nature of numbers becomes concrete, relatable, and emotionally engaging.

The approach is built on three foundational pillars:

  1. Contextualized Learning over Isolated Procedures: Rather than learning a rule in a vacuum, students see the math “in action” within a story’s world. This helps them understand the purpose of the mathematics and how it applies to real-life (or imaginative) problem-solving.
  2. The Teacher as Meaning-Maker: The teacher’s role is to facilitate “Book Talk”—purposeful discussion that bridges the narrative and the mathematical structure. They use the story’s illustrations and plot to help learners visualize abstract ideas, like fractions or place value, before moving to symbolic representation.
  3. An Emotionally Secure Environment: Stories provide a “safe space” for exploration. When a character in a book struggles with a concept, it externalises the difficulty, reducing “maths anxiety” and allowing learners to critique the character’s logic rather than feeling put on the spot.

Why Are Scottish Teachers Making the Switch?

Aligning closely with the Curriculum for Excellence (CfE) and the National Improvement Framework (NIF), this approach redefines how learners experience the “Beauty of Maths”:

  • Interdisciplinary Connections (IDL): It seamlessly blends Literacy and Numeracy. Teachers can meet outcomes in listening, talking, and reading while simultaneously tackling complex mathematical benchmarks.
  • Visualisation and Representation: High-quality mathematical picture books provide “visual scaffolding.” The illustrations match the mathematical context, helping the whole class “see” the math—crucial for moving from concrete to pictorial to abstract (CPA).
  • Fostering “Maths Talk” and Oracy: Stories provide a natural springboard for discussion. Learners use mathematical vocabulary (e.g., sharing, array, equivalent) to help characters solve their dilemmas, developing a more sophisticated mathematical language.
  • Creative Agency: Through initiatives like the Young Mathematical Story Author (YMSA) competition, learners are encouraged to write their own stories. Creating a story forces a learner to deconstruct a concept and rebuild it, proving true mastery.

Who benefits from the approach and why?

While beneficial for the whole class, the Maths Through Stories approach offers distinct advantages for specific groups in the Scottish classroom:

  • Reluctant or “Maths Anxious” Learners: The focus on narrative lowers the affective filter. These learners become “emotionally invested” in the story, which masks the perceived difficulty of the math and builds confidence through engagement.
  • Highly Able Learners: These students are challenged to think critically about the story’s logic. They can be tasked with extending the story, finding alternative mathematical solutions for the characters, or writing their own complex “maths mysteries.”
  • Teachers: The approach provides a rich source of formative assessment. By listening to how students interpret the character’s mathematical choices, teachers can identify misconceptions that might stay hidden during a standard worksheet task.
  • The Inclusive Classroom: Stories can be selected from diverse cultural backgrounds, ensuring that every learner sees themselves reflected in the world of mathematics, fostering a culture of belonging and global citizenship.

Common Issues Maths Through Stories Helps Address

This approach is designed to overcome several persistent hurdles in primary education:

  • The “Worksheet” Fatigue: Traditional rote learning can lead to disengagement. Stories provide a “hook” that sustains interest and provides a meaningful reason to persevere through a tricky problem.
  • Abstract Misconceptions: Many learners can follow a procedure (like “carrying the one”) without knowing what it represents. Seeing a character physically regroup items in a story helps solidify the underlying “Number Sense.”
  • Lack of Relevance: Learners often ask, “When will I ever use this?” By showing math as a tool used by relatable characters to overcome “crises,” the approach answers that question instantly.
  • Literacy-Numeracy Split: Often these subjects are taught in silos. This approach acknowledges that mathematical understanding is deeply tied to language and communication, strengthening both simultaneously.