A new approach to children's education quarterly

A new approach to children's education quarterly

The effect of using story animation in teaching mathematical concepts: A case study on calculating the area of geometric shapes in third grade math

Document Type : Original Article

Authors
Fatemeh Golfarshchi 1
Bagher Bahram Shotorban 2
Hasam Sakian 3
1 Multimedia Faculty of Tabriz Islamic Art University
2 Assistant Professor, Multimedia Faculty, Tabriz Islamic Art University, Tabriz,, Iran
3 Instructor, Tabriz Islamic Art University, Tabriz, Iran, h.sakian@tabriziau.ac.ir
10.22034/naes.2025.536136.1736
Abstract
Background and Objectives: Learning mathematical concepts, especially in primary school, is difficult for many students due to individual differences, the complexity of the concepts and the teaching methods. The use of creative and engaging methods can facilitate this process and improve understanding of the concepts. The question therefore arises: What methods can make the learning of mathematical concepts more engaging and effective for primary school students?
It seems that teaching mathematical through stories and animations can be attractive to children. Therefore, in this research, by designing a narrative-educational animation, the concept of area and the effect of using animation in its teaching process were investigated as a case study.
Methods: This research was conducted using quasi-experimental approach with a pre-test and post-test. The statistical population was the third grade students of the second district of Tabriz in the school year 1403-1404. Using the cluster and simple random sampling method, one of the schools in this district was selected and two classes of 28 third grade students were selected. The research instrument was a researcher-made math’s test and the TAM questionnaire. The U-Man Whitney, KS and one-sample t-tests test were used to analyze the data.
Findings: The results of the study show that the teaching method based on narrative animations can help to accelerate and improve the learning process by stimulating curiosity, shortening the time span between the transfer of information from short-term memory to long-term memory and presenting images together with spoken explanations. The results also show that students have a positive attitude towards the use of animation technology.
Conclusion: Mathematical concepts like geometry are often difficult for children to understand. Animations make it easier for students to learn math by making abstract concepts tangible. Suggested that other suitable animations be created for other geometry topics in accordance with the relevant textbook topics and used in the classroom.
Keywords
Animation
Attitude
Education
Geometry
Learning
Subjects
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