Digital Storytelling as an Inclusive Math Learning Tool

This practice, implemented in the classroom, focused on using digital storytelling as a teaching tool to help second-grade pupils with Special Learning Difficulties (SLD) understand fractions. A digital story titled “Learning Fractions by Cooking with Nikolas” was created specifically for this purpose by the teacher and the pupils, integrating narration, visual elements, and interactive components.

In the story, Nikolas and his friends prepare cookies for a contest, during which Nikolas struggles with fractions but ultimately succeeds with his mother’s help. The story follows a structured narrative, engaging students through real-life contexts that present fractions in an accessible and relatable way.

During implementation, students watched and interacted with the digital story, which introduced fraction concepts through problem-solving scenarios and visual representations. This approach aimed to make mathematical learning more engaging and comprehensible, especially for students struggling with abstract numerical concepts.

The Stop Motion Studio app was used to animate the story, allowing smooth transitions between scenes and enhancing the overall storytelling experience. By integrating storytelling into mathematics, the practice fostered active participation, conceptual understanding, and motivation—transforming the learning process into an enjoyable and effective experience.

The activity was classroom-based and required minimal technological resources, making it easily replicable in various educational settings. The effectiveness of this practice was examined through an empirical research study.

Paparouni, P. (2023). Digital storytelling as a learning tool for pupils with special educational needs (Unpublished master’s thesis, University of Western Macedonia & Aristotle University of Thessaloniki, School of Education). Thessaloniki, Greece.