Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

Joshua Abah Abah; Clement Onwu Iji; Benjamin Ogbole Abakpa

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Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

机译：在变革之风中吹灭：能否通过尼日利亚基础教育中的数学叙事唤醒灭绝的学校民间故事？

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Storytelling has been severally regarded as the oldest method of instruction delivery, particularly for children. This study adopts a simple survey research design to explore the extent of storytelling usage by teachers in the mathematics classroom at the primary education level in Nigeria. The investigation was conducted on the premise that traditional folktales are heading down the path to extinction and are steadily being blown away in the wind of change being fanned by increasing technology penetration in the country. The participants of the study are 38 mathematics teachers drawn randomly from primary schools within Makurdi metropolis of Benue State, Nigeria. Analysis of data obtained through the Basic mathematics Storytelling Investigation (BMSI) revealed that despite the high level of awareness of storytelling as a teaching approach among mathematics teachers, only a meager 37% make use of stories in their mathematics classroom. Additional thematic analysis of stories described by the teachers showed that stories were used to illustrate learning points and motivate learners to action within the instructional context. An unintended outcome from the qualitative methods unveiled specific patterns of stories used by the mathematics teachers that are far from local folktales and oral traditions. There was also an indication that with an appropriate awareness campaign, primary mathematics teachers intend to use storytelling in their future teaching practice.

机译：讲故事一直被认为是最古老的教学方法，特别是对于儿童。本研究采用一种简单的调查研究设计，以探讨尼日利亚初等教育水平的数学课堂中教师讲故事的程度。进行这项调查的前提是，传统民间故事正在走向灭绝，并在不断增加的技术普及率带动的变革之风中不断被吹走。这项研究的参与者是从尼日利亚Benue State的Makurdi大都会的小学随机抽取的38位数学老师。通过基础数学讲故事调查（BMSI）获得的数据的分析显示，尽管数学老师对讲故事的认识水平很高，但仅有37％的人在他们的数学教室中使用讲故事。老师对故事进行的其他主题分析表明，故事被用来说明学习要点，并激发学习者在教学环境中采取行动。定性方法的意外结果揭示了数学老师使用的特定故事模式，这些模式与当地民间传说和口头传统相去甚远。还有迹象表明，通过适当的宣传运动，小学数学教师打算在未来的教学实践中使用讲故事的方法。

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《International Journal on Emerging Mathematics Education》 |2018年第2期|共14页
作者
Joshua Abah Abah; Clement Onwu Iji; Benjamin Ogbole Abakpa;
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机译：地下学校，无窗学校和传统学校教育环境与教育成果的比较研究

Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

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