Mathematical Wonder in Early Years: Digital Storytelling for Teachers to Support Young Children's Mathematical Exploration

• In Event: Global Perspectives on Digital Storytelling for Identity, Justice, and Community

Abstract

This study explores how early childhood teachers utilize digital storytelling and narrative-based technologies to support mathematical exploration among young children. While much of the literature on digital storytelling has focused on student-driven reflection or identity work, this research repositions digital narrative as a pedagogical tool, used by teachers to design engaging, story-rich environments that make mathematical ideas visible, accessible, and meaningful for young learners. The study responds to growing global interest in integrating technology in early years education and emphasizes the potential of narrative as a bridge between abstract mathematical concepts and the everyday experiences of young children. Set within the context of Indonesian early childhood education, the study investigates how teachers develop and implement digital narratives to introduce and extend core mathematical ideas such as number sense, spatial reasoning, pattern recognition, and early operations. The research study examines both the design process as applied in classroom settings, exploring how storytelling, visualization, and culturally relevant contexts are embedded into mathematics instruction through digital tools. Using a qualitative case study approach, data were collected from a cohort of early childhood educators in preschools across Banten and Jakarta provinces, Indonesia. Data sources included lesson plans, teacher-created digital narratives, classroom observations, and in-depth interviews. Teachers were also invited to reflect on their pedagogical intentions, the design choices they made, and the perceived impact of the digital narratives on children’s engagement and understanding. A thematic analysis approach was used to identify recurring patterns across cases while honoring the uniqueness of each teacher’s context and voice. Theoretically, the study draws from sociocultural perspectives on early mathematics learning, narrative-based pedagogy, and digital learning integration in early childhood education. It also engages with culturally sustaining pedagogies to examine how local cultures, imagery, and everyday experiences are connected to mathematics stories to reflect children’s sociocultural backgrounds. Findings suggest that digital narratives serve multiple pedagogical functions: (1) introducing mathematics concepts in relatable, story-based formats; (2) supporting mathematical language and practices through repetition and visual cues; (3) sustaining children’s curiosity and focus through imaginative plots and characters; and (4) allowing teachers to embed local culture into mathematics learning. Teachers reported that children were more engaged and participatory during mathematics activities when introduced through digital narratives, particularly when stories reflected familiar contexts. This study highlights the promise of digital narrative as a vehicle for early mathematics instruction that is developmentally appropriate, culturally meaningful, and emotionally resonant. It offers practical insights for educators and curriculum developers seeking to integrate technology not as a distraction, but as a creative and purposeful tool for building young children’s mathematical wonder. The study calls for greater support in supporting early childhood teachers to become confident designers and storytellers of mathematics, using digital media to nurture joyful, inclusive, and imaginative learning environments in the early years.

Author

• Nurmalia Nurmalia, Rumah Cahaya Empat Ribu