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A straordinary  Michael Keith's storytelling about pi is

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On Pi day last year we conducted the activity "PI - Mnemonics" at school.

The students had to create a phrase or a poem, logically, in which each word has the same number of letters as indicated by the numerals of the number "PI"
The phrase or poem, called Pi-Mnemonic, presented could be in a language of choice between Portuguese, English and French.
The students loved it and the poems were fantastic.

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Maths could be teached by riddles.
PE:
Q. I am an odd number; take away an alphabet and I become even. What number am I?
A. Seven (SEVEN-S=EVEN).

At least I think that there's no differences between a piece of music and a Math paper, because pleasure comes from harmonies and contrasts.
an other idea should be dedicate on the school's news paper a region called "maths corner" with funny riddles.

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In math classes often use short stories for students to remember mathematical formulas seem easier and friendlier.

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We started eTwinning project STEP in Math (StoryTelling Educational Pulse in Math) https://stepinmath.wordpress.com/

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I often use storytelling to explain maths. For example when I have to explain how Adding 2-digit numbers in columns, I tell the story about "a class with 10 boys and 10 girls. One day the teacher ask children to get in lines: one for the girls and one for the boys. But there is a noughty boy who don't choose the right line, so he gets girls line. The teacher look at the boy, take him and then put him in the right position". This story it's important to explain how to put tens and units in columns.

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This are interesting ideas, but they seems more useful in primary school than in high school

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Students sometimes use poems or short stories to help them remember a theorem or a formula. Also, there are several “reading clubs” in Greece where students of junior high school can get together and read a book about mathematics (such as “parrot’s theorem”) and then talk about it or do some activities that are mentioned in the book. We haven’t done that yet in our school, but I sometimes use some of the activities as part of my teaching.

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Here's an example of using stories in Maths.

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My students use storytelling in Maths sometimes so they can stimulate their creativity

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Many times my students have tried to adapte a geometric formula to a text of a famous song

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My students did a presentation for a Statistic work in Zooburst, here you have.

http://www.zooburst.com/zb_books-viewer.php?book=zb04_519653101ef8d

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My students are teen agers and appreciate poetry as represented in the picture

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The stories, in many cases, provide a direct translation for students to help them learn the language. Other times, they are really just a bit of fun and of course if we can make learning fun, students will be more successful.

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There are some Serbian folk songs whose forms have mathematical form.The students and I analyze the structure of the songs using mathematics.

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It is really interesting to use writing and storytelling in math teaching!

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Interesting and stimulating. Very creative and moreover helps all students to using both their left and right part of the brain. Such method of teaching maths all types of students and drift them in an imaginative world.​

Maths.....

with all the dividing and multiplying,

additions and subtractions,

shapes and measure,

and graphs, ratios, percentage and all.

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It could be a nice thing to represent the dreams of “The Number Devil”.

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I think that storytelling is a useful and funny way to teach, and it is not good just for kindergarten or primary school; it is a valuable tool also in secondary school, high school and even at university. You have just to adapt the story to the age of the students as you can see here: https://www.youtube.com/watch?feature=player_embedded&v=faQBrAQ87l4#t=0

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Math is a real story and the students can to write about this .

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A math poem (sort of)
One is an odd number but two is even oddest.
While three is triangular
four is really square.
Five lacks an help to became a six.

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From beginning to end, math is a story!

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I often use stories in math. There are plenty of books that can help talking about math in a narrative way. In Italy we can find many stories written by Anna Cerasoli.

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A classic:
h https://www.youtube.com/watch?v=A7DIhigATpI
I found this, it is nice!
https://www.youtube.com/watch?v=xSWhmbhQxRY

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i let my classroom to make their own problems in maths

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This is a ryme from Czech Republic. It is about math: granma had 4 apples and grandpa only to, if grandma give one apple two grandpa, they both have three apples. My pupils love it and it is easy to create a storyboard.

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LA VALIGIA DEI NANI

Oggi Biancaneve ha un gran lavoro: deve preparare la valigia per i nanetti perché partono per una settimana di  vacanza. Finalmente anche lei potrà riposarsi quando i nanetti saranno lontani!

Però ora deve mettere in valigia tutto l’occorrente: due costumi da bagno e  un accappatoio per ciascuno dei nanetti. Poi  i teli da bagno e un salvagente per Cucciolo e uno per Dotto perché non sanno nuotare. Un paio di mutande al giorno per ciascuno e soprattutto due libri per Dotto e 4 fazzolettoni per Eolo, che è sempre raffreddato.

Quante cose metterà Biancaneve nella valigia?

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I never used writing, storytelling or poetry in my classes, but I think I'll try next year.
Maybe we can analize Alice in Wonderland and we can create new adventures for her, with some Maths arguments: fractions, geometry,  Cartesian coordinate system.

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I often use this mode: Pupils create comic strips, stories, record themselves while telling the resolution of a problem or while using geogebra. In this way they also strengthen the mathematical language that becomes more natural. Following one example; in my learning diary added others activityes.

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I've never used this methodology (write a story), but usually ask students to write a statement to a problem

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

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This is an interesting storytelling of math
http://digitalstorytelling.coe.uh.edu/view_story.cfm?vid=93&categoryid=6&d_title=Mathematics

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An example of storytelling and math is  at this link
http://www.slideshare.net/KassiaOWedekind/math-is-storytelling-slideshare-version

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Why not propose to the students to make a parody where they interpret the great mathematicians who tell their "discoveries" to colleagues of their time?!?

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My students love creating math stories. We usually start with a sentence and some math problem which we later on expand by adding new characters, numbers and problems. Often, these math stories are full of humor.

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Sometimes it´s hard for pupils to understand for example division, then I make a story "You have 10€, and you want to share it to 5 persons". It helps a lot! Usually when I talk about money, they understand everything much easier.

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Mathematics and poetry, two seemingly parallel areas, actually have an infinite number of things in common.
First, both are results of thought, are both approaches to the world surrounding the idea of structuring is fundamental. Both involve a certain style, the correctness of expression is the main feature. Both in mathematics and poetry, we find the possibility to express "something more" in "something less".
Understanding a poem is like solving a mathematical problem, the success of understanding the message of a poem which takes a mathematical structuring of ideas.

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I think I will try to write with my pupils a comic strip, because images with words are more attractive and motivating.

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We have in Romania a mathematical story, written by a famous  story-teller, Ion Creangă, called „Five Breads” It is about two travelers. One had two breads and another had three. At a moment they meet another traveler who share their bread. As a reward they receive from this five coins. After an argue about how to divide those 5 coins (person who had three breads wants to receive 3 coins and give to the other 2 coins but the last one wants 2,5 coins) he arrived at a judge. At this point we can ask the students how it is fair to divide those 5 coins. Some of them will find that if we cut every bread in 3 we will have 15 parts. Divided to 3 persons it means that everyone ate 5 pieces. So the person who had 2 breads had to offer only one piece of bread so he deserve only 1 coin.

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I find difficult applying it to 6th, 7th and 8th grade.
Maybe the storytelling, also with the use of storyboards, could be interesting for the pupils.

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great book: F.M. Bruckler: Math and football

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I read to my pupils
" The ugly duck" and together we  did different activities.
It's funny

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I encourage students in the sciences to tell a story..

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Teaching math through stories is one of my favourite ways to engage pupils: we have a long, long story for each school year ( the dinosaur Focus for the 3rd grade, the King of the castle for 4th grade, the pirates for 5th grade...). Every story has different stages, and each one of them poses a real problem to solve, so we can introduce and experiment every new content and competence in the curriculum.

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I suggest reading "Flatland: A Romance of Many Dimensions" book (1884, Author: Edwin Abbott Abbott). For italian teachers I suggest this book too: "L'orizzonte di Rieman" (2010, Autori: Belloni A., Petruzzelli L., Editore: Edizioni Della Vigna). It contains several stories with maths topic.

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I love storytelling.I tell my some story about some math,or problem

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I love Maths and I love literature and it wasn't until I participated in some literature seminars that I realised how nice it would be to combine the two disciplines. Evgenios Trivizas, a greek writer has a whole series of literature books connected to various maths subjects but in a playful way and full of humor. I have tried one with my students and we replaced the textbook problems with some that the children created based on the characters of the story.

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From time to time I tell  my ss some story about some mathematician, or problem. This way of writing a poem looks interesting -I will try it with few ss. :-)

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I always try to tell stories when talking about math, even history facts.
I will try to interact with some language teachers to see if there are chances to collaborate in this :)

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Childern love stories. They love to hear them, but also and imagine a new one. Every Monday they write short exam with homework tasks of past week. One question is also writing Math story in which they must include what they learned past week. Most of them love it.

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How to remind soustractions

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I think it's difficult with grown up boys and girls!

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starting with a story

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Rooster's Off To See The World by Eric Carle

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One fine morning, a rooster sets off to see the world. Soon he's joined by two cats, then three frogs, then four turtles, then five fish. But one group by one, his new friends decide to head home, leaving the rooster alone again -- and ready to return to his own comfortable home as well.

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Sometimes I use a soft with Euclid, who present in a story notions of geometry.
I will encourage my students to create math stories.
Thank you.

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Interesting stories...

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I’ve never written Mathematical poem, but when I explain some exercises I try to create little problems connected with reality in order to better clarify them to my students.

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Is very nice, I will try with my children at primary school.

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Mathematics in Literature - Page Text Content

FC: Mathematics in Literature

1: Mathematics in Romanian FAIRY TALES

3: Mathematics in Romanian FAIRY TALES Numbers and their meanings We, Romanians, have many fairy tales and stories, and you barely can't notice at least one of these numbers: 2, 3, 7, 12; for instance, in every fairy tale there is an emperor that has 3 sons or 3 daughters or there may be a dragon that has 7 heads and each of them has 3 more heads ,or there may be 12 beautiful girls that walk through the palace's wonderful gardens during the day and when the night comes, they sneak away and dance all night long. In these kinds of stories things are more complicated, I mean that there are numbers and a pretty long text, for me it looks like two school subjects in one!! Now, as I have just made these fairy tales to look more and more complicated, let me explain by telling you the summary of a very popular Romanian fairy tale named THE BRAVE PRASLEA AND THE GOLDEN APPLES (Praslea is the name for the youngest son):

4: Once upon a time there was an emperor that had a tree which had golden apples; unfortunately he had never tasted them because of some robbers who were stealing the apple exactly when they were mellow. He had 3 sons, 2 of them, obviously the oldest ones, tried to protect the apples but they fall asleep. When Praslea tried to protect the tree he nearly cached the robber; even if he escaped, Praslea followed him. Praslea, on his way to the robber, realized that the robber was a dragon which had 2 more brothers. The 3 dragons had kidnaped 3 royal daughters and they wanted to get married with them, even if the girls can't love them. Praslea passed 3 forests: one made of bronze, one made of silver and one made of gold. After that, Praslea killed the 3 dragons, he saved the 3 girls and got married with one, the youngest one.

5: As you can see, the summary was full of MAGIC NUMBERS (this is how we call them when we learn about fairy tales ,and how to prove that a story is a fairy tale at the Romanian class) and if we count the numerals as well we are able to say that MATHS IS THE KEY FOR EVERYTHING. Written by: Andronic Anda, Dinu Liliana, Frunza Lucian , Dumitrache Adrian

7: Five Breads

9: Five breads After a story by Ion Creanga It was a sunny summer day and two friends were traveling together. One of them had two breads and the other had three. They arrived near a fountain and stopped, because they wanted to eat. Before they start eating, a traveler asked them if he can eat with them too because he couldn't find anywhere to buy some food. They all ate together. When they finished eating, the traveler gave them five lei (Romanian money). After the traveler left, they tried to divide the five lei between them. The one who had three breads wanted to keep three lei, but the other wanted to divide the money equally, two and a half lei for each. As they didn't know how to share the money, they went to a judge. But the judge gave four lei to the person who had three breads and one lei to the other. Why? It is simple:

10: The judge divided all those five breads into three pieces each one. The person with three breads had 9 pieces and the other one 6 pieces. The judge added nine to six and the result was fifteen pieces together. Then he divided fifteen by three (the number of persons) and the result was five pieces for each person. Then he decreased five pieces that they ate from the pieces each of the two friends had (9-5=4; 6-5=1). After all these it came up that the person with three breads gave to the traveler four pieces of bred and the other one only one piece of bread. That's why the one with three breads got four lei and the other one only one lei. Written by Vlad Buture

11: La steaua/ (To the Star) poem by Mihai Eminescu

13: "To The Star" ("La steaua") is a philosophical poem written by Mihai Eminescu, the Romanian National poet. Even if there is no explicitly Maths aspects in this poem, some verse give us the possibility to approximate the distance to the star referred to by the poet in this poem. LA STEAUA de Mihai Eminescu La steaua care-a rasarit E-o cale-atat de lunga, Ca mii de ani i-au trebuit Luminii sa ne-ajunga. Poate de mult s-a stins in drum In departari albastre, Iar raza ei abia acum Luci vederii noastre.

14: Icoana stelei ce-a murit Incet pe cer se suie; Era pe cand nu s-a zarit, Azi o vedem, si nu e. Tot astfel cand al nostru dor Pieri in noapte-adinca, Lumina stinsului amor Ne urmareste inca. (1886, 1 decembrie) TO THE STAR So far it is athwart the blue To where yon star appears, That for its light to reach our view Has needed thousand years. Maybe those ages gone it shed Its glow, then languished in the skies, Yet only now its rays have sped Their journey to our eyes.

15: The icon of the star that died Slowly the vault ascended; Time was ere it could first be spied, We see now what is ended. So is it when our love's aspire Is hid beneath night's bowl, The gleam of its extinguished fire Enkindles yet our soul. (Translated by Corneliu M. Popescu) As it is specified in the poem, "That for its light to reach our view, Has needed thousand years", we can consider the minimum time for the light to come from the star to Earth as two thousand years. We also know that the speed of the light is about three thousand km/s. As a consequence we can approximate the minimum distance from the star to Earth as follows: 1 hour = 3600 s 1 day = 24 x 3600 s = 86400 s 1 year 365 x 86400 s = 31536000 s 2000 years 2000 x 31536000 s = 63072000000 s

16: Minimum distance is about 63072000000 s x 300000 km/s = 18921600000000000 km That means about 18922 thousands of billions of kilometers, or about 19 millions of billions of kilometers. This is very difficult to imagine, isn't it? Written by Radu Wagner

17: Alice in Wonderland

19: Mathematics in "Alice in Wonderland" "Alice in Wonderland" is a story written by an algebra teacher, Charles L. Dodgson (Lewis Carroll). He wrote his story in the late half of the 19th century, when maths was becoming more and more abstract. Alice is a girl who falls asleep and dreams about a fantasy world with strange characters and weird logic. She could be seen as a reflection of the writer himself, who has some wrong perceptions about maths. Her adventure is full of paradoxes, puzzles, riddles and mathematical concepts. First of all, while falling through the rabbit hole, she wonders and tries to guess how many miles she has fallen. After that, she lands in a hole full of different sized doors. Trying to enter a door, she has to shrink herself in order to fit. Even though her size changes, her proportions remain the same, this being a mathematical property called "similarity".

20: Thinking that she has changed a lot, she tries to remember usual things like the multiplication table. She tries to calculate some multiplications like: four times five is twelve, four times six is thirteen and four times seven is fourteen. These make no sense in the base 10 numerical system, but they make sense in other bases numerical systems. Four times five is twelve makes sense in base 18 numerical system because 4(18) 5(18) = 4 5 = 20 = 1 18 + 2 = 12(18). Four times six is thirteen in base 21 numerical system, as 4(21) 6(21) = 4 6 = 24 = 1 21 + 3 = 13(21)., and four times seven is fourteen in base 24 numerical system because 4(24) 7(24) = 4 7 = 28 = 1 24 + 4 = 14(24). After Alice enters the door, she meets a caterpillar smoking a 'hookah', term which means 'algebra' in Arabic. The caterpillar advises her to eat the proper quantity of the both sides of the mushroom, in order to regain her size and keep the right proportions.

21: In another chapter, she meets the Duchess, who's feeding her baby with soup, which contained too much pepper. When Alice grabs the baby, it turns into a pig. Here, Lewis Carroll makes a parody of Jean-Victor Ponselle's principle of continuity. Next, she has tea with three strange characters that had tea all day long because time has punished them by standing forever at 5 o'clock pm (tea time).This has something to do with the four dimensions coordinate system, the geometrical three dimensional coordinate system and the fourth dimension being time. Without this dimension, the tea party would last forever. At this party, Alice receives a lot of riddles such as "I see what I eat" and "I eat what I see" or "I like what I find" and "I find what I like". This switching of words reminds of the mathematical property called "commutative property", which is only applied to some of the operations, and for others it is not true. Another riddle is the famous "Why is a raven like a writing desk?" This riddle doesn't make sense and it reflects how the author saw the changes in maths

22: during that time. Besides all these mathematical facts hidden in the story, Lewis Carroll also used a lot of units of measurement and he used number '3' as a magic element. These are some of the multiple mathematical aspects of the fascinating adventure of "Alice in Wonderland", which seems senseless at first sight. Written by, Monica Alexiuc Adriana Ionita Mara Marinescu

23: Book made as project activity for the Comenius project AIMS, Alternatives for Innovative Maths Study, by the project team 7C, School no. 195, Bucharest, Romania Ilustrations: Catalina Uta, Fairy Tales Theodora Uta, Five Breads and Alice in Wonderland Mara Marinescu, To the Star Bucharest, 2014

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Mathematics in Literature - Interests Photo Book

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FC: Mathematics in Literature 1: Mathematics in Romanian FAIRY TALES 3: Mathematics in Romanian FAIRY TALES Numbers and their meanings We, Romanians, have many fairy tales and stories, and you barely can't notice at least one of these numbers: 2, 3, 7, 12; for instance, in every fairy tale there

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Students usually create story problems in school or for homework and then they try to solve each others tasks.

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My students usually

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This part of the third module  seems more interesting and more useful . I browsed  the material  and saw the video, but  I  liked so much the fiction and storytelling  about Math  and the link https://www.mixbook.com/photo-books. I am thinking to make a project by using the storytelling about Math. Thank you for this more useful material .But the link is offered only by payment. There is any away to work on free?

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Alice in the wonder mathland is a eTwinning project I run some years ago, to make pupils more interesting in math. This is a litlle poems, maybe it doesn't have good rymes....
Alice read sitting on the grass
a  white rabbit  said come to us
to follow him she start to run
she didn't know what she would see
a big door
a small hole
10 little shells
20 nice bells
40 playing cards
and one dark queen
she fell asleep
at the bottom tree
and never wanted to know
how many things she saw.

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This is a nice book for number work. It is Greg Tang's The Grapes of Math.
https://www.youtube.com/watch?v=ZDf1Z_E4jH4

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Math

Interesting, mysterious

Asking, thanking, rewording

Students who actively participate

Develop

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Escher:
http://www.lanostra-matematica.org/2013/02/escher-limite-del-cerchio-i-iv-ed.html

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Come on!

Let's

Move your mind
Arriving everywhere
Teaching creatively
Here and there!

Here's a poem to teach shapes to young pupils (unfortunately is in Italian)
https://www.youtube.com/watch?v=_8RwtBdRN8Y

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Come on! Let's Move your mind
Arriving everywhere
Teaching creatively
Here and there!

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This is one of our classroom maths activities​

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Pair activities in Mats about equal divisions

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Those are lovely "piems". I take note of all shared resources and the Irina Vasilescu: http://graphingstories.com/

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There are too many  books conecting math to literature. Many of then written by Teyktros Michailides, but I don't Know if they are translated in english.
A nice book though for the history of maths is the Parrot's Theorem by Denis Guedj and also contains ideas of how to teach some themes, as for example the conic sections.

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It is not so easy the combine storytelling, dance or music with mathematics in upper secondary school and nurture students' skills in Maths with arts .
I agree that rhythm can help one to remember words and sentences. My daughter learned grammar in foreign languages by songs and rhythm. Why not formulas in mathematics, too?
It depends on your self - what kind of learner you are.
One of the most impressive songs according to mathematics is the song of Deck of Cards by T. Rautavaara. You can listen it here. Unfortunately the lyrics are in Finnish. To understand the story you can read it  in English here.
With this song I often start my probability calculus. The story combines maths (the deck of cards) with religion. After listening the song everybody knows the deck of cards and can even make questions according to it.

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When we talk about the indeterminate forms in class I introduce the story of the running infinites.

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In Albanian language is a very interesting poem about the dedication of a mathematician for his girlfriend.
Bel-Ami -- Te dashures nga nje matematikan.

Ty po te drejtohem, vajze moj syzeze;
me do a s'me do, kjo eshte hipoteze.

Pamja jote e embel, porsi teoreme;
kur te shoh perpara, sikur zgjidh probleme.

Ti je elegante si ekuacion;
mesi yt i holle porsi ypsilon.

Supet delikate, pika infenksioni;
qafa si cilinder, koka si trung koni.

Hunda si segment, posi rreze drite,
veshet simetrike, balli si orbite.

Buzet si elips, mjekra si kupole,
syte si dy vatra, vetull parabole.

C'mi ke ndare aq bukur floket si spirale,
moj tu thafte dora si me simetrale.

Rreze rrezatojne syt' e tu te qeta,
njeri rreze alfa, tjetri rreze beta.

Per ty psheretimat qe dalin rrethore
hapen vale-vale si rrathe bashkqendrore.

Une e ti nje thyese lidhur ne nje bosht
ti numerusi siper, une emerusi poshte.

Po s'ta bera jeten diell si pranvera,
c'vite me jane taksur mi shumezofte zerua.

Dashurise per ty mos ti shuhet vapa;
cdo fjale qe te thuash do ta fus ne kllapa.

Dhe, oh si do rritet me hapa ritmike
sot fuqi katrore, mot fuqi kubike.

Bukuria jote bukuri limit;
mi perndau mende gjer ne infinit.

Me trete formule, me shkrive te gjalle
si nje copez akull ne plus njeqind shkalle.

Folme shpirti im, shpirt ne maksimum
se pa ty s'kam gjume as ne minimum!
--------------------------------------------------------------------Agim Shehu-------------- , ɟ

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Sometimes I invent stories to explain the triangles classification. I usually start telling students that triangles are vain. Sometimes they like to be called by their angles and sometimes by the
lengths of the sides, for an example.
t the beggining of the year I use a part of the book "A maldita matemática" . This story tell us about a boy that have a math test, wich have only one problem, without a solution for him. To understand the problem, the boy invent a story ... and he starts to solve the problem.

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I usually invent stories during my math lessons, for example when I explain

the sexagesimal system and its operations, or problems with isoperimetric polygons... My students like it.

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Examples of storytelling math we can find here https://www.amazon.com/dp/B00WKXGMES - in English or here http://povestindmatematica.ro/ - in Romanian.
In fact, every Math hour could be turned into a story.

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Bueno... como justo acabé los 3 cálculos, se merecía una canción jajaja. Dedicado para toda la Mate en general dentro de la USFQ!

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For two years I participated with my students in the MATHeatre competition and they were very enthousiastic on writing their own stories and acting in "math language". Here is our best performance: https://www.youtube.com/watch?v=aJP8QDO8EZQ

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From the first class, I explained to the students we have that every problem has two parts. The first part is a story, the second is the question. The story must present an information brief, clear and logical. The question to be based on the story and bring an answer by solving a mathematics. So the story is of great importance in mathematics.

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Poems, there are many in portuguese:
https://pensador.uol.com.br/poesia_matematica/.
One of them is a song from Tom Jobim:
https://www.youtube.com/watch?v=HG4WbT2cFN8

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My students often read the book by Edwin A.Abbott "Flantlandia" fantastic tales in multiple dimensions. I'd also like with the boys invent a poem although often tell fantastic stories about mathematics:
Math is like a spirit level
we are all equal in front of it
Democratic in training
contains wonders and more uses and the more you feel satisfied
Fill your time
enriches your being
shape your self
It makes you feel alive
gives you the pleasure of discovery and of all the new things it gives you joy
but also sadness when it becomes impossible to find the solution
it gives you a reason to live and you feel part of it
you find in all things around you
It moves the mind and governs the universe
there is in simple and complex things
in the majestic mountains and the water of the river
It is transparent and yet manages to conceal the mystery
It is populated by symbols but expresses more than any other language concepts
is firm, cold but firm and determined in its rational logic
mathematics is the history of men who gave their lives that have been able
capture the essence of life, and they have given us a heritage that is unprecedented.
Man is mathematics or mathematics is the man
mathematics is the only one who can unite all the peoples of the earth
the beauty of our world is enclosed and protected
the universe of mathematics.

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My pupils are 12 years old. I asked them to create a story about the perfect squares. A group of them told a story in which the "Perfect squares" family, going in search of their origins, had to undergo the risky test of factorization ....
They enjoyed themselves and learned to recognize perfect squares

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Examples of mathematical activities based on the story "All the Couch":

1. http://www.youtube.com/watch?v=rqKshpH4WWs

2.

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This story, "All the Couch", the portuguese writer Luisa Soares Ducla, allows approach, besides reading and writing, mathematical content as: numerals to ten, counting, subtraction, addition, among others.

Ten friends on the couch, and around every page, a friend who leaves ...

https://www.youtube.com/watch?v=nYZh8I6utyA

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I have learnt from my collegues some funny stories to explain mathematic concepts, like the one that I use to find the divisors of a numbers: trains crashing

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Reading in class a story tied to a scientific concept, showing film clips, illustrating or even evoke an argument, can soften and change the feeling that sometimes students of mathematics and physics as dry materials, disconnected from life real, bumpers. For example a film like A Beautiful Mind (there is also a dedicated site, with games and exercises) has, among others, the merit of having made known to the general public the genius John Nash

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I use story telling a lot. It's an useful method to learn in a funny way.
This is a interesting resource:
http://www.slideshare.net/noorishamirsyad/math-workshop23april2016-61166345

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Some years ago I used a tale about a Kingdom where squares were more important than other shapes....a tale to introduce 2D shapes.
I like the idea of writing a poem about any maths content

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I'm preparing a storytelling for my final work. I add a proof copy here

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I believe that to encourage pupils to invent storylines on a math subject helps them to internalize the concepts and  them  also feel much more motivated and involved in the first person. For example  my students have invented a very nice story to study the divisions.

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I think it's good idea for young kids, perhaps no so useful for high school students.
My students were making some strips on lines - some of them made very good ones.

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In my school we have done storytelling with Bee Bot.  http://www.santannapisa.it/it/news/robotica-educativa-favorire-apprendimento-progetto-di-fondazione-stella-maris-e-istituto

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I ‘ve always hated writing stories, and probably because of this my lack I’m not able to imagine something to do in my classes in this sense.

Since now my students have used Scratch only for science presentation, perhaps I can ask them to use Scratch in order to create a math story as in https://scratch.mit.edu/projects/57622030/ or to represent an important event in math’s history

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That is nice and interesting writting plems with maths. Students love this.

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A good way for students work is to write small mathematical story - mathematical problem, then draw as a cartoon and solve it. And not to forget, very important is humor in mathematics.

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Grimm's Tales has many contents which we can use to introduce numbers or other mathematical concepts, e.g.:

- The wolf and the seven young kids: each time that's one down;

- Little red Riding Hood, Hansel and Gretel: paths, Cartesian Plane;

- Cinderella: counting base twelve (clock);

-  Magic pot: square a number. (...).

I like very much Gina's proposal and Annalisa's proposal