Mathematics, often glorified as the universal language, is crucial for fostering logical reasoning and problem-solving skills. However, it is also one of the most feared and misunderstood subjects for students worldwide. Whom should we blame? Is it the monotonous methods of teaching that fail to ignite curiosity and engagement among students, or the perceived dryness of the subject itself?
Reflecting on my own experience, as a child, I often faced situations where I was asked to follow steps mechanically, be it in arithmetic multiplication and division, finding the lowest common multiple or the greatest common factor, or grappling with the mysterious variable ‘X’ in Algebra. Later, as a teenager, I encountered differentiation, integration, and partial differential equations, making mathematics one of the most uninteresting and boring subjects I ever studied—even though I managed to obtain an engineering degree and engaged in mathematical modelling! Despite my best efforts, I never found the subject engaging or relaxing.
To spare the next generation from this torture, I ventured into writing a book entitled, “The Seed of Beej Ganit (Algebra) Through Stories” for primary schoolers. In this book, I attempt to explain the very basic concepts of Algebra through stories, so that when students are suddenly introduced to these strange-looking characters, they can maintain their calm and face the ordeal that I had to endure.
In this blog, we will examine whether storytelling, an ancient and powerful tool of communication, can provide a solution in this social media and visual driven, increasingly low attention span world.
Mathematics Education: The Current Landscape
In my opinion, the teacher and teaching methods play a profound role in shaping a student’s understanding of mathematical concepts. Unfortunately, the current state of mathematics education seems to have lost its way, blending fragments of traditional techniques with modern methods, often at the cost of clarity and engagement.
Traditional approaches, such as the use of Kathas (narratives) and Sutras (procedures narrated as melodious shalokas), which were once integral to teaching mathematics, excelled at sparking curiosity and interest in young minds. However, these methods were gradually sidelined, primarily under the assumption that anything developed elsewhere was inherently superior—a mindset perhaps shaped by the prolonged period of foreign rule in India.
As a result, mathematics education became fragmented, relying heavily on rote memorization and repetitive practice, neglecting the wealth of indigenous knowledge that could have been seamlessly integrated into the curriculum. Even after 75 years of independence, there has been no significant, large-scale effort to revive or adapt these effective traditional methods. The outcome, as described earlier in this blog, is a system that struggles to engage and inspire students effectively.
For instance, consider the Gurukul method of teaching mathematical concepts to children. Using flowers and leaves for counting, grains or beads for basic addition and subtraction, and distributing food to demonstrate fractions would have been far more engaging for 5–7-year-olds than confining them to closed classrooms. Here, they often struggle to grasp abstract concepts through illustrations on a blackboard or pages of a textbook, with their attention spans already stretched thin.
Similarly, introducing geometry through the natural patterns of leaves, flowers, or honeycombs would have made the subject more tangible and enjoyable, as opposed to the dry and often intimidating presentation of theorems. Observing the cycles of the moon, the changing seasons, or the movement of shadows could still be a powerful and intuitive way to teach concepts of astronomy and time measurement.
By integrating such natural, hands-on approaches, mathematics could evolve from being a feared and tedious subject into a stimulating and enjoyable one. However, this requires a deliberate effort to revisit, adapt, and modernize the traditional teaching methodologies that once thrived in India. Without this, we risk continuing with an education system that neither honours its rich heritage nor fully serves its students.
A Unique School in Rural Maharashtra
In Hiwali village, nestled in the Nashik backwaters of Trimbakeshwar Taluka, a Zilla Parishad school is redefining education with its 12-hour school days focused on holistic development. Students here excel in academics and practical skills, memorizing multiplication tables up to 1,000 while mastering tasks like welding, electrical work, and organic farming.
Under the visionary leadership of teacher Keshav Gavit since 2009, the school blends traditional classroom lessons with real-world applications, fostering a thirst for knowledge and preparing students to tackle life’s challenges head-on.
This innovative model emphasizes hands-on learning and creativity, with students achieving ambidextrous writing and excelling in English, general knowledge, and creative writing. The school’s success has drawn attention from educational authorities, including Maharashtra’s Education Minister, who visited to observe its methods.
Supported by the local community and NGOs, this institution stands as a testament to the power of practical, engaging education in nurturing well-rounded individuals ready for the future.
Those of you who had seen my earlier blog, “Treat the Virsus not manage the Symptoms ” would recollect that I had criticized Maharashtra Government’s proposal to lower the passing marks for mathematics and science from 35% to 20%, with the condition that such students will not be allowed to pursue these subjects in the future. The Hiwali experiment vindicates my stand.
Storytelling in Mathematics: Experiments and Successes
Storytelling has been used as a teaching method across disciplines for centuries. In mathematics, integrating narratives has shown promising results:
- Ancient India Sutras
In ancient India, Sutras were created and presented in an easy to remember manner for application. The “Ekadhikena Purvena”, meaning “One more than the previous” reflects the concept of incrementally building upon a preceding value, which forms the basis of its application in mathematical operations like squaring, multiplication, and division. It symbolizes progression and growth, which is both a mathematical principle and a philosophical idea.
The sutra represents the idea of growth and progression: building on the “previous” to achieve “one more.” By combining logic and intuition, “Ekadhikena Purvena” fosters a growth mindset and helps make mathematics enjoyable.
Even in modern times, this ancient sutra continues to inspire innovative approaches to education and problem-solving. Whether you’re a student, educator, or professional, its timeless techniques provide tools for simplifying calculations and fostering mathematical creativity.
Example: Squaring Numbers Ending in 5:
- The formula N^2=x(x+1) ∣ 25 (where x is the number before 5) offers a quick way to square numbers like 25^2 = 625 and 105^2 = 11025.
A detailed working for 105^2 is as under as an example:
- x=10.
- x+1=10+1=11.
- Multiply x * (x+1)=10*11=110.
- Append “25” to get 11025.
It works because as a general representation, numbers ending with 5 can be represented in general as N=10x+5;
Therefore, N^2= 100*(x^2)+100*x+25
If x or the number formed by digits preceding 5 is 10;
we get; N^2= 10000+1000+25=11025
The sutra can be used for several of mathematical operations such as multiplication near a base; division by numbers ending 9; finding reciprocals and squaring of number near a base. The applications include the trades of Construction, Astronomy and education. But only a few have tried to revive these.
- The Bedtime Math Initiative (USA): This program encourages parents to engage children with math problems embedded in fun stories during bedtime. For example, a story about a pirate dividing his treasure among his crew introduces division concepts in a playful manner. Studies conducted by the University of Chicago revealed that children exposed to this approach improved their math skills by up to 10% over a school year. The initiative also fostered a positive attitude toward math among both children and parents.
- Ganita Stories (India): In rural India, NGOs like Pratham have introduced mathematical concepts through folk tales and traditional stories. For instance, a story about a farmer dividing his harvest among his children introduces concepts of division and fractions. Evaluations showed a 20% improvement in comprehension among primary school students who participated in these storytelling sessions.
- Maths Through Mythology (UK): This project linked ancient myths with mathematical problems. For example, students explored the labyrinth in the Greek myth of Theseus and the Minotaur to learn geometry, focusing on paths and angles. This method resulted in increased engagement and deeper understanding of geometric concepts among middle school students.
- Visual Storytelling in Singapore’s Curriculum: Singapore’s math curriculum incorporates bar modeling techniques, which are essentially visual narratives to solve word problems. For example, a story about sharing candies among friends is illustrated with bar models to teach division and fractions. Studies show this approach not only enhances problem-solving skills but also builds conceptual understanding, consistently placing Singaporean students at the top of international math rankings.
- Digital Platforms for Storytelling (Global): Apps like DragonBox and Prodigy use storytelling as a core mechanism to teach math. DragonBox introduces algebra through a narrative about magical creatures solving puzzles, while Prodigy gamifies math lessons within a fantasy adventure involving battles and quests. Research indicates that these platforms have improved student performance by 15-20% in controlled trials.
- Case Study: South Africa’s Math e-Literacy Initiative: In this program, animated stories were used to teach basic arithmetic to students in underprivileged communities. For example, a character buying fruits in a market introduces addition and subtraction concepts. Teachers reported a significant increase in participation and retention of concepts, with over 70% of students demonstrating marked improvement in their end-of-term assessments.
The Challenge of Change: Inertia Among Mathematics Teachers
Despite the proven benefits, storytelling faces resistance from traditional mathematics educators. This inertia stems from several factors:
- Lack of Training: Many teachers lack the resources and training to integrate storytelling effectively into their lesson plans.
- Time Constraints: With rigid syllabi and standardized testing, teachers often prioritize completing the curriculum over experimenting with new methodologies.
- Skepticism: Some educators remain unconvinced about the efficacy of storytelling in delivering mathematical rigor.
The Way Forward
To make storytelling a mainstream tool in mathematics education, the following steps can be taken:
- Teacher Training and Workshops: Equip teachers with the skills to craft and deliver mathematical stories. This could include hands-on workshops and access to resources like storybooks and digital platforms.
- Curriculum Redesign: Incorporate storytelling as a mandatory component in math textbooks and curricula, ensuring alignment with learning objectives.
- Technology Integration: Use multimedia tools and gamified storytelling apps to create immersive mathematical experiences.
- Research and Advocacy: Conduct longitudinal studies to demonstrate the long-term impact of storytelling on mathematical proficiency and share these findings widely.
- Parental Involvement: Encourage parents to use storytelling as a medium for discussing mathematical concepts at home, fostering a collaborative learning environment.
Conclusion
In my opinion, the purpose of education is to develop children holistically by adopting all the changes that are necessary. If it means longer school hours akin to the Hiwali village, nestled in the Nashik backwaters of Trimbakeshwar Taluka, we must support it. Should it not be possible only by the Government effort, it should be through Public-Private initiatives with necessary tax rebates. One distinct advantage that I see in scaling up this approach would be drastic reduction in the screen time of students and consequent chance to develop them holistically as responsible citizen. Ironically, it is so different and relaxing compared to Maharashtra Government’s proposal to lower the passing marks for mathematics and science from 35% to 20%, with the condition that such students will not be allowed to pursue these subjects in the future that I mentioned in my earlier blog, “Treat the Virus not Manage Symptoms.”
Storytelling has the potential to transform mathematics from a subject of fear to one of fascination. By weaving narratives into mathematical concepts, we can make the subject more relatable, engaging, and enjoyable for students across the globe. While challenges remain, a collective effort from educators, policymakers, and parents can pave the way for a brighter, story-filled mathematical future.
The question remains: Are we ready to embrace the power of storytelling to revolutionize mathematics education?
The examples in the “Storytelling in Mathematics: Experiments and Successes” section are embedded within each point. Here’s a breakdown:
- The Bedtime Math Initiative (USA): Example provided is a story about a pirate dividing his treasure among his crew, introducing division concepts playfully.
- Ganita Stories (India): Example given is a story about a farmer dividing his harvest among his children, explaining division and fractions.
- Maths Through Mythology (UK): Example includes students exploring the labyrinth in the Greek myth of Theseus and the Minotaur to learn geometry.
- Visual Storytelling in Singapore’s Curriculum: Example describes a story about sharing candies among friends, illustrated with bar models to teach division and fractions.
- Digital Platforms for Storytelling (Global): Examples are the apps DragonBox, which introduces algebra through magical creature narratives, and Prodigy, which gamifies math lessons in a fantasy adventure.
- Case Study: South Africa’s Math e-Literacy Initiative: Example highlights a character buying fruits in a market to teach addition and subtraction.
If you’d like more detailed or additional examples for any of these, let me know!
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