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How Gender Influences Drama-Based Classes? A Case of a Storytelling Activity About Learning Vector (Poster 15)
Fri, April 14, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Hyatt Regency Chicago, Floor: East Tower - Exhibit Level, Riverside West Exhibition HallAbstract
In this study, the teacher specifically uses storytelling as a tool for drama-based learning, which offers a space for students to co-construct meaning together. The teacher embeds storytelling teaching method into a math class for a new educational lens. By collecting classroom data and trying to focus on the students’ understanding and engagement, I explore the students’ different perspectives about learning the concept of vector. Through classroom dialogues and students’ storytelling performances, I aim to figure out the relationships between students’ genders and storytelling activities. This study incorporates learning observation and interviews with three 8th graders.