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Title: | The impact of using stories in pre-school mathematics teaching in the Saudi Arabian context |
Authors: | BinAli, Abeer |
Advisors: | Koshy, V Jones, D |
Keywords: | Nature of Mathematics;The importance of child-centred approach in teaching mathematics;Teacher's subject knowledge;Pedagogy in teaching mathematics;Teachers'attitude, beliefs and confidence |
Issue Date: | 2014 |
Publisher: | Brunel University School of Sport and Education PhD Theses |
Abstract: | This study aims to investigate the impact of using stories in pre-school mathematics teaching in Saudi Arabia. An intervention was designed to promote interactive teaching and learning in eight classrooms across three private schools. Integral to the intervention was a series of five stories especially written by the researcher based around the same central characters; reflecting the cultural setting familiar to the children, and with a problem-solving storyline. The stories include a range of mathematical facts, skills and concepts applicable to young learners. Additional resource materials to accompany the stories were also designed and provided for the participating teachers. The researcher adopted a qualitative, constructivist, technical action research approach and three data collection tools were used: a bibliographical questionnaire for the teachers; pre- and post-interventions semi-structured interview schedules, and classroom observations. A thematic analysis of the pre- and post-intervention data was undertaken in order to monitor the impact of using the stories in the pre-school classrooms. The study considers the findings from the data in relation to both the teachers’ and the children's’ experiences pre- and post-intervention. In particular, the impact of the intervention on teachers’ subject knowledge, attitudes, confidence and classroom practice is discussed along with the impact on children’s engagement and enjoyment of mathematics; their mathematical understanding and thinking skills. The study concludes that using stories to teach mathematics had a positive impact on the quality of teaching and learning mathematics. Using the stories prompted a positive change in teacher’s and children’s attitudes and feelings towards mathematics; a greater understanding of key mathematical ideas; and an appreciation of the value and uses of mathematics in everyday life. The implications from the study highlight the importance of providing appropriate training for pre-school teachers (and elsewhere) and the pivotal role that using stories can play in ensuring high quality mathematics teaching and learning |
Description: | This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University |
URI: | http://bura.brunel.ac.uk/handle/2438/8389 |
Appears in Collections: | Education Dept of Education Theses |
Files in This Item:
File | Description | Size | Format | |
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FulltextThesis.pdf | 4.68 MB | Adobe PDF | View/Open |
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