Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?
Abah, J. A. (2016). Recency bias in the era of big data: The need to strengthen the status of history of mathematics in Nigerian schools. Advances in Multidisciplinary Research Journal, 2(4), 241-248.
Abah, J. A. (2017). Viewing basic math through the lens of history: Undergraduatesâ€™ reflective learning in a history-augmented mathematics classroom. Waikato Journal of Education, 22(4), 33-48.
Abah, J. A. (2018). A mathematical portrayal of a Christmas carol for Nigerian basic education: The mathematics in the twelve days of Christmas. Indian Journal of Arts, 8, 43-57.
Abakpa, B. O., Agbo-Egwu, A. O. & Abah, J. A. (2017). Emphasizing phenomenology as a research paradigm for interpreting growth and development in mathematics education. ABACUS: The Journal of the Mathematical Association of Nigeria, 42(1), 391-405.
Adetunji, A. A., Bamidele, E. F. & Awodele, B. A. (2013). Effects of historical simulations as narrative and graphic organizers on Nigerian junior secondary school studentsâ€™ learning outcomes in basic science. Mediterranean Journal of Social Science, 4(2), 743-752.
Agbo-Egwu, A. O., Abah, J. A. & Anyagh, P. I. (2017). Sustaining attention in a rapidly changing world: A survey of the status among mathematics education students in Nigeria. Benue Journal of Mathematics and Mathematics Education, 2(4), 13-21.
Agbo-Egwu, A. O., Abah, J. A. & Anyagh, P. I. (2018). The influence of smartphone over-dependence on the recall of basic mathematics among mathematics education students in a Nigerian university. Science & Technology, 4, 97-105.
Albool, R. (2013). The storytelling strategy in teaching mathematics may increase studentsâ€™ abilities to solve high order questions and word problems. EDULEARN13 Proceedings, IATED, 2361-2367.
Amaele, S. & Okenwa, U. (2018). A philosophical reflection on the gap between the theory and practice of values in Nigeria. International Journal of Education and Evaluation, 4(3), 56-64.
Baldasaro, M. M., Maldonado, N. & Baltes, B. (2014). Storytelling to teach cultural awareness: The right story at the right time. Learning Landscapes, 7(2), 219-232.
Bature, I. J. (2014). Productive pedagogies for reforming secondary school mathematics classroom practice in Nigeria. Dissertation. Perth: Curtin University.
Casey, B., Kersh, J. E. & Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19, 167-172.
Chirume, S. (2018). Learning mathematics: Like proposing to a girl. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 605-607.
Ezeigbo, A. T. (2013). The relevance of oral tradition: Folklore and the education of Nigerian youths. Contemporary Experiences: Journal of African Humanities, 1(1), 128-140.
Farlow, S. J. (2018). Writing and storytelling as an aid in learning math. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 579-584.
Fouze, A. Q. & Amit, M. (2018). Development of mathematical thinking through integration of ethnomathematics folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617-630.
Frederick-Jonah, T. M. & Akinsola, M. K. (2015). Enhancing pupilsâ€™ knowledge of mathematical concepts through game and poem. IOSR Journal of Research & Method in Education, 5(2), 60-66.
Goral, M. B. & Gnadinger, C. M. (2006). Using storytelling to teach mathematics concepts. APMC, 11(1), 4-8.
Hourani, R. B. (2015). Folktales, childrenâ€™s literature and national identity in the United Arab Emirates. The Looking Glass, 18(1).
Inan, C. (2015). A digital storytelling study project on mathematics course with preschool pre-service teachers. Educational Research Reviews, 10(10), 1476-1479.
Kelemen, G. (2017). Creativity, performance and emotional balance. Journal Plus Education, 18(2), 38-46.
Maricic, S. M., Stakic, M. M. & Malinovic-Javanovic, N. T. (2018). The role of literary content for children in preschool mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 631-642.
McMohan, S. K. & Garza, R. (2017). Fostering pre-service teachersâ€™ development: Engagement in practice and learning. Current Issues in Education, 19(3), 1-17.
Ogbu, S. U. (2018). Deconstructing the role of storytelling in the preservation of indigenous Nigerian traditions. Advances in Social Science Research Journal, 5(1), 148-156.
Sesan, A. A. (2014). Yoruba folktales, the new media and postmordernism. Khazar Journal of Humanities and Social Sciences, 17(2), 74-87.
Sushkova, I. V., Gerasimova, E. N. & Promina, A. N. (2018). Specifics of moral choices made by children aged 6 to 8 years in situations with ethnocultural context. International Journal of Cognitive Research in Science, Engineering and Education, 6(1), 1-11.
Utley, O. (2012). Keeping the tradition of African storytelling alive. Retrieved from http://teachers.yale.edu/curriculum/viewer/initiative_09.01.08_u.
- There are currently no refbacks.
Copyright (c) 2018 Joshua Abah ABAH, Clement Onwu Iji, Benjamin Ogbole Abakpa
This work is licensed under a Creative Commons Attribution 4.0 International License.
International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604
This work is licensed under a Creative Commons Attribution 4.0 International License