Digital storytelling and mathematical thinking: An educational psychology embrace

Abstract

This article proposes Digital Storytelling as an education model that combines science, narrative thinking and art. This model has been implemented in Italian school settings over recent years. After a short introduction of the theoretical foundations of narrative thinking in the history of Educational Psychology, the paper focuses on Digital Storytelling as a co-constructive educational method that uses digital technologies for promoting an active, situated, meaningful and reflexive learning process. The proposed intervention in the Italian settings adds the artistic digital component (the use of avatar, comics and science fiction) to the Digital Storytelling systems. The set of implemented activities, as well as the individual and group actions taken, promote both the cognitive and emotional aspects of the learning process. The findings show that Digital Storytelling, spiced with artistic features, prompts the engagement of students in learning activities and offers a platform to enhance behavioural, emotional and cognitive commitment in mathematics education.