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Storytelling develops many transversal skills. Knowing the history of mathematics is very important for students.

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Qualitative learning of mathematics - a basis for good training ..... improving partnerships between school, family and other organizations

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What I do in this aspect is looking for novels related to Mathematics and recommend my students to read them. Some examples are:

The curious incident of the dog in the nighttime, by Mark Haddon;

The Number Devil: A Mathematical Adventure, by Hans Magnus Enzensberger;

The Parrot's Theorem by Denis Guedj.

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In the video there are interesting ideas.

I usually do math with rhymes and poems,
and my students enjoy much.

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in my class i read for my students L'enigma dei numeri primi di Marcus Du Sautoy

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I like the story of a king and the inventor of chess. I tell it when we learn about exponentation.

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As part of our curriculum in “Math and literature” after-school club  I run five years ago I Encouraged my students to write their own story about Fltatland and after this we Created the shapes – heroes (of Flatland)- or protagonists and they performed a shadow theater with them.

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I really like the connection between Math and Art. I ususlly show to my pupils famous paints ( ex Kandiskij, Mondrian, Escher ) and we find together the geometry inside them. Other times I ask my pupils to create draws, paints etc. using Math elements ( circle, squares etc.

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More ideas ... what an interesting course so even though it only started very close to the end date, I wanted to try because I knew I would learn a lot. At this point I no longer have time to do this activity. Enter the course last week. I will ask students to write a text about mathematics, a poem where, for example, they have to use the concepts that are being worked on in class.

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I totally agree with Patrizia from Italy. Storytelling is one of the best way to learn anything with small children.
https://youtu.be/KMrFFr9unKY

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I try to make Math accessible by learning students some rouls like a poem. Ex: logarithm and derivatives.

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Sometimes I give them some tasks in which they have to invent a problem from some data.

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We tried to write a a mathematical poem in greek.

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I often use story telling to start a new activity. Last year I use the story of the Laboomba island to teach my students measures. This is an activity that can be found in the project "Per contare", in this italian web site.

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Ti stiamo reindirizzando a PerContare.it

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A lot of the activities listed involved student writing things and I especially liked the poetry ideas. But I also think it is important for them to read literature with math. There are a few kids mystery books that get students reading about solving math problems. There is also a great one for older students called ‘the man who counted’.

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I teach some math concepts often along with the traditional video lessons and interactive activities at LIM.

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I've proposed at my students the lecture of the book "The Parrot's Theorem" by Denis Guedy, a very lovely book that link the history of math with a story very entangling and mysterios.
https://www.goodreads.com/book/show/3429863-the-parrot-s-theorem

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El camino hacia el amor nunca es suave
Pero el mio es continuo para ti
Eres la cota superior en la cadena de mi corazon
Eres mi Axioma de Eleccion, sabes que es verdad

Pero sin embargo, nuestra relacion no está bien definida
Y no puedo calcular esa funcion sin ti
Voy a demostrar mi proposicion y estoy seguro de que la entenderas
Somos un grupo simple y finito de orden dos

Estoy perdiendo mi identidad
Estoy obteniendo el tensor cada dia
Y sin perdida de generalidad
Asumo que sientes en ese mismo modo

Porque cada vez que te veo, simplemente sacas el cociente
La imagen fiel que he mapeado en mi
pero cuando estemos uno a uno podras ver que hay en mi
Porque somos un grupo simple finito de orden dos

Nuestra equivalencia es estable
Un conjunto principal de amor asentado profundamente
Pero entonces introdujiste una discontinuidad entre nuestras dos formas
Ahora todo se ha vuelto complejo

Cuando hablamos la primera vez, simplemente conectamos
Mi corazon esta abierto pero es demasiado denso
Nuestro sistema ya fue dirijido
para tener un limite finito, en algun sentido

Vivo en el nucleo de rango uno
Desde mi dominio, la imagen parece tan deprimente,
Porque todo lo que veo son ceros, es una trampa cruel
Pero somos un grupo simple finito de orden dos

No soy el mas suave de los operadores en mi clase
pero somos imagenes, tu y yo
Asi que dejame aplicar los operadores de olvido al pasado
y seamos un grupo simple finito, seamos un grupo simple finito
vamos a ser un grupo simple finito de orden dos
(En el publico: “Porque no de orden tres?”)

He demostrado mi proposicion, como puedes ver
asi que seamos ambos asociativos y libres
Corolario: Esto demuestra que tu y yo podemos ser
puros e inseparables. C.Q.D (Como quería demostrar)

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A mathematical fairy tale

In a distant land, princesses Algebra and Geometry are abducted by the Ogre of small grades and his brothers the Ogre of the failed exams. To release and return them to the king's family, the braves (students wishing to get bigger grades, to pass math tests) must participate in contests such as the quiz. King Mahtematicus sends four teams of brave men to participate in the contest and to release the two princesses. The team that wins will receive the maximum grades.

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Last year our students make poems to memorize the digits of number pi.

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I usually show little videos on the topic we will star or with a historical introduction…

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Tiziana Panaro, Italy. Poets' imaginations have been fascinated by the elegance of numbers –  and many poets have also been mathematicians. Since children, we learn how to count and learn rhymes like One, two, buckle my shoe, Three, four, knock on the door... In so doing we begin to make sense of the world through patterns, making numbers run in sequence, connecting words with each other in all sorts of ways. Actually, we always look for patterns even when we are not consciously looking for them. Some years ago, when delivering a literature lesson on Sonnet XVIII  " Shall I compare thee to a summer's day..." by William Shakespeare , my third class students and I  found out a common denominator between literature and mathematics. Analysing the poem we found the rules for iambic pentameter: there are five pairs of alternating unstressed and stressed syllables The rhythm in each line sounds like: ba-BUM / ba-BUM / ba-BUM / ba-BUM / ba-BUM ; all the 14 lines each rhyme and are  an iambic pentameter; the lines split as 8+6, with a development of subject-matter or tone from the 8 to the 6 the rhyme scheme is ABBA ABBA CDEDEC (though the scheme for the last six lines is quite variable).Iambic pentameter is metre that Shakespeare nearly always used when writing in verse. Most of his plays were written in iambic pentameter, except for lower-class characters who speak in prose. The study of Shakespeare use of  iambic pentameter was  really fascinating and mysterious for the students and me and it  gave  us a clear example of how mathematical patterns and the writing process are absolutely interrelated.  	

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Tiziana Panaro, Italy. Poets' imaginations have been fascinated by the elegance of numbers –  and many poets have also been mathematicians. Since children, we learn how to count and learn rhymes like One, two, buckle my shoe, Three, four, knock on the door... In so doing we begin to make sense of the world through patterns, making numbers run in sequence, connecting words with each other in all sorts of ways. Actually, we always look for patterns even when we are not consciously looking for them. Some years ago, when delivering a literature lesson on Sonnet XVIII  " Shall I compare thee to a summer's day..." by William Shakespeare , my third class students and I  found out a common denominator between literature and mathematics. Analysing the poem we found the rules for iambic pentameter: there are five pairs of alternating unstressed and stressed syllables The rhythm in each line sounds like: ba-BUM / ba-BUM / ba-BUM / ba-BUM / ba-BUM ; all the 14 lines each rhyme and are  an iambic pentameter; the lines split as 8+6, with a development of subject-matter or tone from the 8 to the 6 the rhyme scheme is ABBA ABBA CDEDEC (though the scheme for the last six lines is quite variable).Iambic pentameter is metre that Shakespeare nearly always used when writing in verse. Most of his plays were written in iambic pentameter, except for lower-class characters who speak in prose. The study of Shakespeare use of  iambic pentameter was  really fascinating and mysterious for the students and me and it  gave  us a clear example of how mathematical patterns and the writing process are absolutely interrelated.  	

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I read to my students some stories with mathematical concepts: some books of Anna Cerasoli for example. And then we discuss about them.

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I often use storytelling when I introduce new concepts like tens and ones, solve the problems or the formal written methods of columnar addition and subtraction. To introduce these methods I tell the story of The Wizard Addì and The Wizard Sott with the Cuisenaire rods; children love this story and they retell it to memorize the written method. This year I'd like tell the story by stopmotion. I hope I can do it.

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I implemented in My lesson the Roman market activity and it was a success!! The kids loved it!!! I am thinking of using the king and queen of number too!! Thanks for the great inspiration!

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In Portuguese, i use http://www.somatematica.com.br/poemas.php

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At kindergarten, storytelling is a daily activity through which you can teach everything! From "The three little Pigs" to "The Seven Sheep" there are plenty of stories for young children to start learning maths.

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I found an interesting part from the Macbeth (Shakespeare):
"Thrice to thine and thrice to mine

And thrice again, to make up nine" (about power).

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Alexandra , Greece
A nice exersice is to compose haikus.
Haiku is a three lines Chinish poem with certen number of syllabols.

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Turkey

I was studying 1st grade last year.

I prepared an ebook while teaching the numbers.

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I have used Mind mapping for the maths classes.

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For introduce the power numbers we read a story about the Potenza's monster: with three heads, three eyes...
After that students invented their  story to share with classmates

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I have used the method called ”The quintet” in my math classes. This method is an easy way to end an activity. It only takes about 5-7 minutes. Students have to create a quintet ( a five live poem) using the following rules: -the first line is the title (a noun) and it has to be the theme of the poem; - the second line has 2 words (adjectives), that describe the theme; -the 3rd line has 3 words (verbs at genitive), that show what is the ~theme~ doing; - the 4th line is a sentence ( a conclusion); and the last line is a word that shows the essence of the theme ( as perceived by the student).

The students loved it, but some of my older colleagues said that is a stupid thing to combine math with poetry... .

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I have just done in 1st year secondary school a work about Pythagoras. Thay had to investigate about his students and the ways that people could be a member of his "school". They had also to study Pythagoras theorem, look for situations in real life where it can be useful and make 4 problems where the theorem has to be used. This problems are going to be solved by their partners.
Once I read the legend of the rice grains to illustrate how power is the exponencial.
The children loved it.
Another thing I did, I took the idea from Mathematical Mindset is to make a Newsletter where they had to tell to their families what they have learn, what is it for, which activities we made and what did they learn with each one.

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A straordinary  Michael Keith's storytelling about pi is

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I love storytelling and I use a lot of stories in my teaching. Sometimes I invent a story just to ilustrate a necesity of learning some mathematical concept.

For example, one of many : How many horseshoes does  a farmer  need to order for his 8 horses?

Children can count  and add and substraction in 1st grade  when I read The Smartest Giant in Town by Julia Donaldson. There are number of examples where they can put together aan illustration, math and inventing a situation, then telling a storry.

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I usually use a nursery rhyme to let my students know about multiplication and I showed the video "Signora decina e Signora unità" to introduce the value of the number

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I first thank you for the amount of ideas I am learning thanks to this course. We are working on the portfolio and this week it was about writing a poem about decimal numbers. The truth is that some are wonderful. I told you that at the end of the course we will be doing a rap music contest with mathematical content. They are very excited.

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I first thank you for the amount of ideas I am learning thanks to this course. We are working on the portfolio and this week it was about writing a poem about decimal numbers. The truth is that some are wonderful. I told you that at the end of the course we will be doing a rap music contest with mathematical content. They are very excited.

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The best experience I have of writing and Maths is the one in the eTwinning project ,,Fun and games maths''{interconnect maths with art,crafts,music, map,drawings, writing,stories}

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I believe subjects of module 3.1 to 3.4 can be incorporated as a helpful way only in primary

education where math teaching is more basic or not so demanding. Nevertheless some of the

videos where very interesting which makes me want to research further!

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I have let the students think about math word problems on various themes for example of their hobbies or on this day in history...

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Last year, we wrote with my students some poets using certain number of words per line. It was amazing feeling for kids and great motivation to think

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Romania
The  stories  about  contents-even if Maths-are  more concrete  and they are  a good  coat  for  symbols-abstract  contents. The  motivating  stories are  important  for  the  youngest  ones, but also  for  adult  students. They  make  our  lives at  school  more  beautiful and  lessons  more  interesting.

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My students like the number stories that I told them and they were very happy when I asked them to create their number story. I used also short poems about mathematical subjects.

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Last year in Greece in high school for the first year the creative exercises were introduced. We had to work with students that selected us in topics regarding the one we teach taking into account creativity. I have decided to put all the students that have chosen me and using so cooperative work and methods of creative writing we managed to write poems using mathematical concepts that learned the current year. The process was magnificent, we all worked together, enjoyed it very much and the teacher of creative writing actually thought the poems were pretty good. This year i would try to write a mathematical play with the students. Unfortunately in Greek but i can send them to anyone willing to read them.

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I always try to introduce story about Math facts. I find really well done these podcast about Galois, Tycho Brahe, Turing etc
http://www.radio3.rai.it/dl/portaleRadio/media/ContentItem-abdbd826-36f2-4e4e-8280-466cbdf303ea.html
Or this one about Galileo
http://www.radio3.rai.it/dl/portaleRadio/media/ContentItem-a7a3ae8d-691e-4611-8205-c999941a02bd.html
This one about Einstein
http://www.radio3.rai.it/dl/portaleRadio/media/ContentItem-6364a821-d0d2-498c-8a2b-3bf4443447b0.html
Unfortunately in Italian

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As part of our curriculum in the MAths and literature after school club we ran last year with my colleague Antonia Petridou at the 1st Experimental Primary School of Alexandroupolis, the students were prompted to produce limericks about the geometrical shapes which appear in the Flatland a movie on geometry based on a 19th sentury classic under the same title. After watching the movie, and exlporing through hands-on-activities the properties of the shapes and used Venn diagrammes to classify them,the students went on to write limericks as a follow-up activity. We also used little flapbooks which came out in different shapes to write them on. You can have a look at the results here: http://pantonia.weebly.com/home/12
and http://pantonia.weebly.com/home/13.
Unfortunately, our work is described in Greek so only Greek speakers can understand.

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The best experience I have of writing and Maths is the one in the eTwinning project MAVEN. The students create a book with the stories experienced by the heroes of the project in the different continents, and which contains interesting mathematical challenges and stories that interconnect mathematics with other disciplines. You can have a look in it https://issuu.com/alesja.shapkova/docs/book_maven_adventure

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I ever use short funny stories to introduce new subjects because it immediately engages my students.
I never thought my students could write short stories or poems about mathematical subjects. I'll try!

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I think writing about math and actually using language is very important in order to help students remember the rather complex mathematical terminology as many students describe math as being like a foreign language due to the difficult terms. I sometimes use a concept based on Annika Wille called "Imaginary dialogues" where students have to continue a given dialogue between two or three protagonists who explain mathematical concepts using the respective terms. This has proven to be a very effective way to diagnose the level of understanding a student already has acquired.

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very often i intriduce new subject using an historical approach but now i'm really interested to create a math bolg or magazine
I would like to create something like this:
https://matemedie.blogspot.it/
it could be pubblished in school internet page.

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I would like to offer my compliments to the rapporteur.

Is really nice teaching Maths in this way restoring students immediately engage and they find real problem and want to find solutions and they suddenly realized something mathematically but the never thought of before.
I’ll Try!

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I share a work done in collaboration with physics, art that tells about the energy and design of the objects that surround us
https://drive.google.com/file/d/0B63Rbmkkqs6mSWUzWndadE96VDQ/view?usp=sharing

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Last year a pupil participated in a contest and through a storytelling he related 3,14... and Albert Einstein
https://drive.google.com/file/d/0B63Rbmkkqs6mZlhMN1VyZ1I1Qnc/view?usp=sharing

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As Renata (Croatia) says an interesting book is "The man who counted". It has very interesting histories. Another set of intresting books are the series of Yakov Perelman: Recreational Mathematics, Algebra, Arithmetic, Geometry and also Astronomy and Physics (applying Math knowledge). Unfortunately these books are not so easy to find, but I have some in the spanish version (printed and digital). Here are some of them: https://archive.org/search.php?query=Yakov%20Perelman

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I'm using writing and storytelling in my Math class becouse I invent an elf (folletto raccontino, in italian) that write us becouse we have to help him in a long adventure (a bad sorcerer kidnapped the zero and delete from the brain of inhabitants the way to assemble tens).

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We where writing poems about Math in a way that we replaced numbers in words with digits. (The idea is from the poet Pajo Kanižaj and his book "3čave pjesme"). This is a part from the one of his poems:

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"The Man Who Counted" by Malba Tahan, excellent book with math stories and riddles.

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Last year I proposed to my first year high school students, before addressing arithmetic, to read the book. "La solitudine dei numeri primi", a novel by Paolo Giordano, published by Mondadori, which received the Premio Strega e Campiello, works before 2008. We also saw the film from this novel.

The novel tells the parallel life of Alice and Mattia through the often painful affairs of their childhood, adolescence and adulthood.
The two boys are compared to two prime twin numbers (solitary and isolated  prime numbers, but close to each other, because they are separated by a single number): they share the same peculiarities, attracted to each other, they can never join because divided by an impassable obstacle.
That was my modest way (without being aware of it) to join narration with math in order to stimulate the curiosity of my students to the mysterious world of prime numbers.

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In the TES website, www.tes.com , there are plenty of ideas about creative Maths lessons. I found a free material: a poem about Maths in English.

https://www.tes.com/teaching-resource/a-maths-poem-6301508

There are other ideas there, but most of them are not free.

Unfortunately, I think that using poems and storytelling in Maths is only useful for primary students. It is a good idea to get them like the subject more, but I do not think I can fit it in the high-school curriculum.

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The storytelling are very useful at the beginning the lessons. I use them to inspire the students or even we have to start a new chapter. Sometimes I use short funny stories during the lesons and it make us to "break the ice".

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România
Muzicalitatea rațiunii

Artă a gândirii

Teoria Inteligențelor Multiple

Explozie de idei

Mister și căutare

Aplicație în toate sferele vieții

Teoria în practică

Inteligență

Creativitate

Asimptote

The musicality of reason

Art of thinking

Multiple Intelligence Theory

Explosion of ideas

Mystery and search

Application in all spheres of life

Theory in practice

Intelligence

creativity

asymptote

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Me and my students like to create e-books.
Here are the recipes and results of the project
We got a great book

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"Maths in my Cuisine" - Free Books & Children's Stories Online | StoryJumper

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We used stories to create on a mathematical theme or to provide math-related keywords. We also used mathematical contests in which, in time, students had to find as many words as possible about math, decode certain messages, to compose poems containing learned theorems

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I had a lesson for percentage lest week. I made a cloths store(worksheets) with prices. We have SALE in our cloths store (one group 70%, second group 40% and third group 30%) We count in group new price of the clothes

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Last year i made a story about the migrants who come in my country to avoid war and the drama little children live. I came up with this as a diathematical lesson using ITC and providing information for the situation of newly arrived migrants. The students were very happy to work in teams to make this short movie. thi is what we made.
https://www.dropbox.com/s/02b9nnl7xubkuf9/MY%20STORY.X.X..mp4?dl=0

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I'm not able...
I prefer to make films such as
"A Beautiful Mind" or "The imitation game".

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Some years ago I prepared and taught in English the unit about linear equations (CLIL Project). The final task was this: each group of students was asked to invented a simple problem that could be solved with a linear equation, to dramatized the situation, and to produce a short video where they recited and found the solution.
It was a very great activity and they had a lot of fun.

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Some years ago, with students of my 4th grade class we decided to make videos to help other students understand difficult facts of mathematics. An example is the following video showing how to divide decimal numbers.

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50ο δημοτικό σχολείο πατρών

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Νικόλας Μακροδήμος

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δεκαδικές διαιρέσεις

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Οι μαθητές και οι μαθήτριες της Δ2 τάξης του 50ου Δημοτικού Σχολείου Πατρών μας δείχνουν πώς γίνονται οι διαιρέσεις σε δεκαδικούς και ακέραιους με 10, 100 ή 1.000.

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Sincerely, I never reflected on the possibility of explaining math with the strategy of storytelling. I have many difficulties in creating poems about mathematical arguments. Also, I think this method could be very suitable for students aged 6 to 10, but not for bigger ones. On the contrary, I believe that digital storytelling for my students may be more appropriate for the images associated with graphics that can stimulate more visual memory. To do this, I use Piktochart: https://create.piktochart.com

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I prefer to show students  video

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In my school cabinet I have about 30 books of popular mathematics and economy. My students take them, read them and make PPT presentations or other way of presentation of those books to their classmates. I always enjoy in my students creativity in this kind of assignments.

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We always make the connection between practice and theory

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I usually use story telling to explain a new topic such as explaining the subtraction with borrowing so I give a name of the numbers who knock at their neighbour's door to borrow a packet of ten etc.... It always captures the students' attention.

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creation and writing of various problem situations creates a connection with mathematics with storelling

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I always started a story where there was a "situation problem". For example, to divide a Pizza among friends. So, I can introduce the fractions.

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I prefer to show students a clip or a video...

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Numb3rs - La Matematica ed il Mondo Reale

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Tratto da un episodio di Numb3rs per il laboratorio scolastico - Codici Cifrati -

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I introduce maths to my students generally with  digital Storytelling

Sieve of Eratosthenes
https://spark.adobe.com/video/8e1DeLZqGDhQO
Euclide
https://www.thinglink.com/scene/936986384063791107

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An interesting way to motivate students to engage actively both in math and literature is to use children’s or adolescents’ literature in math classes. I found the following articles very useful.

1. Using Children’s Literature to Motivate Math Lessons

2. Math and Literature: A Match Made in the Classroom:

Bonus: “Great Literature Is Surprisingly Arithmetic”

Limericks written from mathematicians:

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Poetry from our friends in the Maths Department. Who has some philosophy limericks to share ?

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Pi song, Bosnian language
-Kao i vuci u mraku, zavijajuć' na Mjesec tužno, ali glasno, naučenjak razjasnit’ dugački beskrajni pi niz pokušava.