This four-week mixed-methods study examined the impact of student-created fraction story picture books on children’s conceptual understanding of fraction. A total of 181 Year 5 children (ages 9–10) and 10 mathematics teachers from two private international schools in Jeddah, Saudi Arabia, were randomly assigned to an intervention cohort, which used a storytelling-based approach to learning fractions, or a comparison cohort, which followed traditional instruction. Both cohorts worked in mixed-ability pairs twice weekly, with the intervention cohort creating fraction story picture books and the comparison cohort completing fraction-related tasks. Their interactions were audio-recorded. Analysis of Covariance (ANCOVA) found no statistically significant differences between the cohorts’ post- and delayed post-test scores across the tests’ Procedural Fluency (PF), Contextual Representation (CR), Visual Representation (VR), Symbolic Representation (SR) and Overall Representation (OR) scales. Paired-samples t-tests showed significant improvement in conceptual understanding over time. Qualitative analysis of children’s stories highlighted their potential to enhance both mathematical understanding and linguistic abilities. Children’s Weeks 1 and 4 audio-recording transcripts were coded using Trakulphadetkrai’s (2024) ‘Student-to-Student Mathematical Talk’ (SSMT) Coding Framework. Qualitative analysis revealed that the intervention cohort engaged in exploratory discussions, with non-explicitly mathematical talk supporting formal mathematical discussions. ANCOVA revealed that while the intervention cohort focused on open-ended discussions and collaborative problem-solving using more non-explicitly mathematical talk, the comparison cohort focused on individual problem-solving and precision, using more explicitly mathematical talk. vi Qualitative analysis of teachers’ interview data identified key perceived enablers for implementing the approach, including pedagogical benefits, improved assessment, and curriculum adaptability, while barriers included inhibiting social norms, children’s language limitations, time constraints, and lack of teachers’ training. Qualitative analysis of the children’s interview data revealed overall positive attitudes towards the approach. This study makes an original contribution by providing the first systematic empirical evidence on the educational potential of student-created mathematical story picture books in the context of fractions. It advances understanding of how an open-ended narrative-based, student-led task can promote conceptual understanding, foster dialogic mathematical talk, and position children as epistemic agents in mathematics classrooms. The study also offers new insights into the value of non-explicitly mathematical talk as a bridge to formal reasoning and demonstrates the utility of Trakulphadetkrai’s (2024) SSMT Coding Framework for analysing student-to-student mathematical discourse. The findings highlight actionable strategies for practitioners and school leaders, such as integrating student-created story picture books into mathematics instruction, addressing barriers such as time constraints and language limitations, and fostering mathematical discussions. These contributions provide a foundation for enhancing mathematics education through a creative, student-centered approach, with implications for practice, theory and policy.
Fatima Naghi (Fri,) studied this question.