Dr. Natthapoj Vincent Trakulphadetkrai founded MathsThroughStories.org, a non-profit research-based initiative which sets out to encourage teachers and parents globally to help children learn mathematics more effectively and, equally important, more enjoyably through storytelling. The website offers various evidence-based and freely available resources, including support for children to make their own stories. One of the research projects he leads, Representation of Girls and Women in Mathematics-specific Picturebooks, finds that female characters are significantly underrepresented in mathematical picturebooks when compared to their male counterparts.
Can you start off by telling us a little bit about your research that led to this project? In particular, why is it important to feature gender and race/ethnic diversity in learning mathematics through storytelling?
MathsThroughStories.org draws from a body of research over the past three decades that highlights pedagogical benefits of teaching mathematical concepts through storytelling, particularly in the form of story-picture books. One of these research projects has been conducted in a few different countries (including England, Ireland, and Malta). It is an investigation into teachers’ self-reported frequency of using story-picture books in their mathematics instruction as well as their perceived barriers to (and perceived enablers for) the integration of stories in mathematics teaching. A key finding is that while early years practitioners regularly make use of storytelling as part of their daily mathematics teaching, teachers of primary (elementary) school children (5-11 years old) are much less aware of such teaching approach. The principal reported barrier is the lack of awareness (and hence pedagogical knowledge) of how story-picture books can be incorporated into mathematics teaching. Thus, MathsThroughStories.org wants to help raise teachers’ awareness in this area, and to essentially encourage them in giving this approach a go.
In terms of why it is important to feature gender and race/ethnic diversity in mathematical stories, I draw from the idea of Weitzman, Eifler, Hokada and Ross (1972), that picture books are read to children when they are most impressionable and when they are forming their self-images and future expectations of themselves. Imagine a classroom where the teacher only reads mathematical stories where boys and men are always the protagonist solving problems using their mathematical knowledge and skills, while girls and women are secondary characters lurking behind a tree. If you are a girl listening only to stories with such characteristics, how would you see yourself in relation to mathematics now and in the future? Thus, as educators and parents, we need to critically examine what otherwise seems to be a very colourful, cute and harmless educational resource.