The Effect of Education Based on the History of Mathematics and Storytelling on the Academic Performance of Eighth Grade Students in Mathematics

Extended Abstract
The Effect of History of Mathematics- and Storytelling-Based Instruction on the Academic Performance of Eighth-Grade Students
 Introduction: Mathematics education frequently encounters challenges regarding students’ difficulty in comprehending abstract concepts and their tendency toward “instrumental learning,” which prioritizes rote memorization over conceptual understanding. This study addresses the necessity for pedagogical strategies that promote meaningful learning. It proposes an instructional framework that integrates the history of mathematics and storytelling to humanize the subject, foster student curiosity, and bridge the gap between abstract mathematical concepts and real-world applications.
Methods and Data: This study utilized a mixed-methods research design, employing a quasi-experimental pretest–posttest approach. The study population consisted of 40 eighth-grade male students from two schools in Savadkuh County, who were randomly assigned to an experimental group (n=22) and a control group (n=18).
Intervention: The experimental group received 10 sessions of history-of-mathematics- and storytelling-based instruction, while the control group followed traditional instructional methods.
Instruments and Analysis: Academic performance scores from the first and second semesters were analyzed quantitatively using Analysis of Covariance (ANCOVA). Additionally, qualitative data were gathered through classroom observations and analyzed using thematic analysis to provide a deeper understanding of student engagement.
Findings: The quantitative analysis (ANCOVA) indicated a statistically significant positive effect of the intervention on the academic performance of students in the experimental group compared to the control group. Furthermore, the qualitative thematic analysis revealed four key benefits:
Shift in Perspective: Students broke away from traditional, restrictive mental frameworks, leading to increased curiosity.
Increased Engagement: There was a substantial rise in classroom participation and interaction.
Humanization of Subject: The approach helped humanize mathematics, thereby reducing student fear of making mistakes.
Practical Application: Students developed a better capacity to connect abstract mathematical concepts to real-world scenarios.
Discussion and Conclusion: The study concludes that integrating the history of mathematics and storytelling is a highly effective instructional strategy. By moving away from purely abstract, traditional teaching methods, educators can improve academic performance and create a more engaging, interactive, and less intimidating learning environment. The findings suggest that incorporating historical narratives significantly enhances the meaningfulness and accessibility of mathematics education.