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Good weather or bad weather? A story of fractions

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Rebecca Ferguson
17 May 2016

Popi Anastasiou

Studies in STEM achievement reveal that students face difficulties in understanding particular STEM topics. Digital storytelling can be used to help students understand better course content. The purpose of this study was to explore the use of digital storytelling in a maths class to help students understand better fractions. The sample consisted of five Year 8 girls (aged 12 years old) and the data collection took place in a secondary school, in Milton Keynes. The group worked together on a tapletop to create a digital story using prepared cartoon clips. Their voices narrating the story were then recorded and applied onto the digital story. A focus-group interview followed, while the whole process was video-recorded. The findings indicate that the digital-story creation process increased students' understanding of course content while working as a team. The focus group results highlight the importance of allowing students to be both 'creators' and 'owners' of course content understanding.

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