The integration of digital technologies into educational processes necessitates the development of innovative and student-centered approaches in mathematics education. In this context, digital storytelling has emerged as a noteworthy instructional method due to its narrative-based structure, its ability to integrate multimedia elements, and its positioning of learners as active creators. This study examines the concept of digital storytelling within the context of mathematics education through a theoretical review of both national and international literature. Research concerning its implementation in mathematics teaching environments is analyzed and presented. The primary purpose of the study is to systematically evaluate the effects of digital storytelling on mathematical learning, problem-solving skills, attitudes toward mathematics, motivation, and twenty-first-century competencies. Furthermore, the study seeks to identify the contributions of digital storytelling to the concretization of mathematical concepts and their connection to real-life contexts, its areas of application within instructional processes, and the limitations encountered during implementation. The findings are expected to contribute to a better understanding among educators regarding the use of digital storytelling in mathematics instruction. In addition, given the increasing emphasis on technology integration in mathematics education, the study is considered significant in providing a comprehensive examination of the digital storytelling approach.
Temür et al. (Sun,) studied this question.
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