​Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading) is one of the recipients this year to have won the British Academy / Leverhulme Small Research Grant.

​His project aims to explore the extent to which children (aged 9-10 years old) working in pairs to co-create a short story picture book about fractions helps them engage in using mathematical talk. This study is important as mathematical talk can foster children’s mathematical thinking. 60 pairs of Year 5 children of different ability levels in the Southeast of England will be randomly allocated to either an intervention or comparison cohort. Over the course of one 60-minute session, the intervention cohort children will work in pairs to co-create one short story picture book about fractions, while the comparison cohort children will work in pairs to solve fraction problems on worksheets. Children's conversations about fractions will be audio-recorded, transcribed and analysed using statistical analyses to explore whether there is any statistically significant difference in the quantity and quality of talk about fractions across the two cohorts, when controlling for children’s age.

​The grant applications are assessed on: the quality and interest of the research proposal; the ability of the applicant to make a success of it based on their past track record; the feasibility of the methodology; the feasibility of the timescale; and the appropriateness of costs requested.

Dr. Trakulphadetkrai commented “I am pleased to be a recipient of this year’s highly competitive British Academy / Leverhulme Small Research Grant. This funded project is essentially a spin-off of my University Research Fellowship project (2019-2020, which was then extended to 2021 due to COVID). I hope this growing trackrecord in funding will help me attract further research grants in the future.”

The project will begin in October 2022 and end in September 2023.


To learn more about Dr. Trakulphadetkrai’s research interests, click here. He tweets at @NatthapojVinceT.

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​In September, Jørn Ove Asklund, Astrid Kufaas Morken and Silje Neraas - academics from the Norwegian University of Science and Technology (Norway’s largest public research university) - visited Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading) to learn about his Maths Through Stories research to help them develop their in-service teacher training course with a focus on mathematics and literacy.

At the meeting, Dr. Trakulphadetkrai shared the research findings from his University of Reading Research Fellowship project, and talked about his new British Academy / Leverhulme-funded research project. He then explained the format of his popular Maths Through Stories training course which he has delivered to over 3,500 pre- and in-service teachers in the UK and internationally, including an annual invitation (since 2020) from the University of Cambridge to help train their teacher trainees.

​The Norwegian colleagues were recommended to meet with Dr. Trakulphadetkrai by Professor Jeremy Hodgen (Professor of Mathematics Education at the UCL Institute of Education and Chair of the British Society for Research into Learning Mathematics).
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A co-authored research article by Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading), which set out to examine Taiwanese primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning, has just been published in Springer’s Educational Studies in Mathematics journal – a leading peer-reviewed journal in the research field of mathematics education.
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This paper is the fourth output of an international survey study which Dr. Trakulphadetkrai leads and collaborates with academics in different countries to investigate the extent to which teachers integrate children’s literature in their mathematics teaching as well as their perceived barriers to and enablers for such integration. The first paper, second paper and third paper focus on Irish, Maltese and Australian teachers respectively. An upcoming paper will focus on teachers in England.

​The article is available free of charge here, thanks to the University of Reading’s Open Access funding.

His co-authors are Prof. Der Ching Yang (National Chiayi University, Taiwan), Iwan Andi Jonri Sianturi (Indiana University-Bloomington, USA), Dr. Chia Huang Chen (National Taichung University of Education, Taiwan) and Yi-Wen Su (University of Taipei, Taiwan).

​To learn more about Dr. Trakulphadetkrai’s research interests, click here. He tweets at @NatthapojVinceT.

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​The MathsThroughStories.org website, developed by Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading), has reached a new milestone. Launched in 2017, the website has now been visited over a million times by over a quarter of a million teachers and parents from over 210 countries. (Click here for the Google Analytics report)

The website encourages teachers and parents globally to integrate storytelling as part of their mathematics teaching. The website offers a wide range of free on-line resources e.g., the world’s largest database of recommendations for mathematical stories (500+); reviews of mathematical stories (100+), lesson ideas as contributed by teachers from different countries, exclusive interviews with some of the world’s leading mathematical story authors, among other resources.

The development of the website has been informed by research findings from an international survey study that Dr. Trakulphadetkrai leads and collaborates on with academic colleagues in different countries to investigate the extent to which teachers integrate children’s literature in their mathematics teaching as well as their perceived barriers to and enablers for such integration. The project’s first paper, second paper, and third paper focus on reporting data collected from Irish teachers, Maltese teachers and Australian teachers respectively. The fourth paper is currently in press, and reports findings collected from Taiwanese teachers. The fifth paper will be the biggest study in the series and will report findings from English teachers. Altogether, the five papers collected survey data from over 1,700 teachers across the five countries.

In January 2020, a new guidance report by the UK’s Education Endowment Foundation (EEF), an independent charity sets out to improve the educational attainment of the poorest pupils in English schools, recommends MathsThroughStories.org as a go-to resource for teachers looking for ideas on how to enhance their mathematics teaching through storytelling. During the pandemic, schools throughout the UK also recommended the website to parents to support their children’s mathematics learning at home.
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“I am thrilled that the MathsThroughStories.org website has reached this incredible milestone. I love seeing teachers recommending my website to fellow teachers and parents on social media. I love seeing teachers tweeting photos of them using story picture books in their maths lessons as they had been so inspired by the website. I love seeing how the development of the website is informed by research findings of my international survey study and how the website helps teachers internationally change their mathematics teaching practice.”, Dr. Trakulphadetkrai commented.

MathsThroughStories.org can be found on Twitter, Facebook and Instagram.

To learn more about Dr. Trakulphadetkrai’s research interests, click here. He tweets at @NatthapojVinceT.
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You can watch him talking about the MathsThroughStories.org website by clicking on the image below.

​A co-authored research article by Dr. Natthapoj Vincent Trakulphadetkrai (Associate Professor of Mathematics Education, University of Reading), which set out to examine Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning, has recently been published in Springer’s Journal of Mathematics Teacher Education. Thanks to the University of Reading's Open Access funding, the article is available free of charge here.

We are pleased to announce that both HarperCollins and Charlesbridge have officially renewed their sponsorship of our Young Mathematical Story Author (YMSA) competition.
 
The YMSA competition is the world's first annual international competition set up to encourage young mathematics learners (8-15 years old) from around the world to embed their mathematics learning in a meaningful and engaging context through creating their own mathematical story picture book. This competition is organised by MathsThroughStories.org, and its first competition was held in 2019.

For the past two years, HarperCollins and Charlesbridge have sponsored the Stuart J. Murphy Award (8-11 year olds category) and the Cindy Neuschwander Award (12-15 year olds category) respectively. For both awards, the winners get £100 cash prize each and their schools also get another £100 cash prize each.
 
HarperCollins is the publisher of MathStart, the world’s largest mathematical stories series authored by a single author (Stuart J. Murphy), and Charlesbridge the publisher of Cindy Neuschwander’s very successful Sir Cumference series.  
 
If you want to learn more about our 2021 YMSA competition, click here.  ​

Winning and shortlisted entries from our 2019 competition can be found here, and from our 2020 competition can be found here. 
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A co-authored paper by Dr. Natthapoj Vincent Trakulphadetkrai (founder of MathsThroughStoris.org and Associate Professor of Mathematics Education, University of Reading), which set out to examine Maltese teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching, has recently been published in Taylor and Francis’s Cogent Education journal. The article is available free of charge here.

This paper is the second paper in an international series of research papers that Dr. Trakulphadetkrai collaborates with academics in different countries to investigate the extent to which teachers use children's literature in mathematics teaching and their perceived barriers to and enablers for doing so. The first paper in the series focuses on Irish teachers and upcoming papers focus on teachers in Taiwan, Australia, Israel and England. 

To learn more about Dr. Trakulphadetkrai's research interests, click here. 

The Twitter account of MathsThroughStories.org (@MathsStories) now has over 5,000 Followers. 

Since the launch of the Twitter account, our on-line community has grown rapidly. It remains a very vibrant place for teachers, parents, researchers and storytellers who are passionate in the use of storytelling to enrich mathematics teaching and learning to come together and learn from one another. 

You can also follow us on Facebook and Instagram. 

Since school closures began earlier this year due to COVID19, parents have found themselves having to support their child's homeschooling. To that end, we are very pleased that many schools across the UK have recommended various free on-line resources on our MathsThroughStories.org website to parents. Some of these examples are included below. (More examples can be found in the bottom section of our Research Impact webpage.)

We are also very pleased that our website is also recommended in a recent blog post by the UK's Education Endowment Foundation (EEF), an independent charity sets out to improve the educational attainment of the poorest pupils in English schools. The blog post includes advice to support parents in their homeschooling effort. It is worth noting that our website is also highlighted as a go-to resource for teachers looking for ideas on how to enhance their mathematics teaching through storytelling in their guidance report at the beginning of this year. 

We are very proud of our work in that it has continued to serve as a trusted source of support for schools and parents, particularly during this challenging time.  
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​A new report by the UK's Education Endowment Foundation (EEF), an independent charity sets out to improve the educational attainment of the poorest pupils in English schools, recommends MathsThroughStories.org as a go-to resource for teachers looking for ideas on how to enhance their mathematics teaching through storytelling.

Dr. Natthapoj Vincent Trakulphadetkrai (founder of MathsThroughStories.org) commented that: 

"It is wonderful to see a guidance report by an influential organisation like the EEF explicitly recommends teachers to enhance their mathematics teaching using storytelling. As a cherry on top, it is humbling to see the report highlights my MathsThroughStories.org initiative as a go-to resource for teachers." 

The full report can be accessed here. 
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MathsThroughStories.org, a non-profit initiative, sets out to encourage teachers and parents globally to enhance their maths teaching through storytelling. The website provides free on-line resources including the world’s largest database of recommendations for maths stories, 100+ reviews of maths story picture books, exclusive interviews with maths story authors, blog posts, and a list of recommended research articles and articles written for practitioners. The website also provides free story-inspired maths lesson ideas as contributed by teachers from different countries. Last year, MathsThroughStories.org launched the world’s first international maths story writing competition, receiving over 200 entries from children in several countries. Since its launched in 2017, the website has been viewed over 390,000 times by more than 84,000 teachers and parents from over 190 countries.
Through Dr. Trakulphadetkrai, the initiative also collaborates with academics in different countries to work on original empirical research projects relating to the use of storytelling in maths teaching. To date, the initiative also provides CPD training to around 600 in-service teachers at schools and 2,000+ teacher trainees at 30+ universities throughout the UK.

​MathsThroughStories.org's Twitter account (@MathsStories), created in 2015 and officially opened in 2017, now has over 4,000 Followers. The account continues to provide a great platform where we can keep teachers and parents updated on what we do. We have also seen how several teachers use Twitter to directly recommend our initiative to other teachers - as captured on the Shoutouts page on our website.  

We are also excited to announce that we now have an Instagram account: @MathsThroughStories. We hope for those who are always on Instagram will enjoy having another channel of communication with us! Please follow our Instagram account and help spread the word about it :- )

We would love to take this opportunity to thank everyone for your on-going interest and support in our initiative. Don't forget to check out our Facebook page too! And who knows - we might push the boat out and have a YouTube page too! :- )

MathsThroughStories.org is featured in the new promotional brochure of the University of Reading's Institute of Education. The brochure highlights a number of 'stories' featuring a few selected staff and students of the Institute. In Dr. Trakulphadetkrai's (founder of MathsThroughStories.org) story, he explains how his research passion and expertise in mathematical story picture books are formed and the rationale behind his MathsThroughStories.org initiative. To access the full brochure, click here. 

​Over the past two years, Dr. Trakulphadetkrai has also been running free workshops at 30+ universities nationally and internationally to model to teacher educators his Maths Through Stories training approach so they themselves can train the next generations of teachers. Nearly 2,000 teacher trainees have received his training. Dr. Trakulphadetkrai has also been invited to meet with representatives of Ireland’s National Council for Curriculum and Assessment in Dublin in March 2019 to explore how explicit recommendations for Irish teachers to use storytelling can be included in the country’s upcoming primary mathematics curriculum.

​As another keynote speaker was one of Her Majesty’s Inspectors (HMIs) who talked about the new school inspection framework, Dr. Trakulphadetkrai explained to school leaders how the idea of teaching mathematics through storytelling aligns nicely with the focus of the new framework, particularly in relation to the expectation that “Pupils’ mathematical knowledge is developed and used, where appropriate, across the curriculum.”
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Gavin Evans (the Head of Primary Education of all primary schools within the Skills For Life Trust) commented that “The keynote talk given by Dr. Vince was truly inspirational. Both the content and his presentation style engaged the whole audience for 50 minutes and was one of the key, positive feedback points at the end of the conference. The detail provided about how story books can be used to deliver Maths concepts was enlightening and I know will begin to have a huge impact across Medway schools. Thank you!”
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Dr. Trakulphadetkrai was also asked by the conference organiser to bring along a range of mathematical story picture books to show to school leaders, after his keynote talk, appropriate materials for their schools to consider using in their mathematics teaching.

Dr. Trakulphadetkrai used a portion of the awarded fund to organise a free 3-hour workshop training Mathematics Subject Co-ordinators of local schools on how to teach mathematics using story picture books, which is his research expertise. The event took place on 1 May 2019 and attracted Mathematics Subject Co-ordinators of around 30 primary schools across Berkshire.
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Following this event, the teachers are expected to deliver a mathematics lesson using a story picture book and to write up their lesson idea and share it with other teachers from around the world on Dr. Trakulphadetkrai’s research project website (MathsThroughStories.org). The rest of the fund will be spent on creating a training video with the help of teachers and pupils from Redlands Primary School. This video will be made available on the MathsThroughStories.org website and will be used as part of Dr. Trakulphadetkrai’s future training workshops and those delivered by teacher educators in the UK and abroad.

​Comments from some of the workshop participants include:

“Thought provoking, engaging. I will share the resources [on MathsThroughStories.org] with the rest of the teaching team. As Mathematics Coordinator, I will include stories as part of the Mathematics curriculum planning overview.”

“Thoroughly engaging due to its inspiring concept, workshop leader and immersive material. I feel inspired to implement the strategy of mathematics teaching through stories.”

“Really interesting and useful. I am excited to trial a story picture book within a Maths unit. I think my school setting from Reception to Year 6 will find this exhilarating. I look forward to sharing this!”

“It was really engaging and inspiring to realise the wealth of resources out there! I will endeavour to use story picture books in my mathematics teaching to help children make links.”

​Dr. Natthapoj Vincent Trakulphadetkrai (Lecturer in Primary Mathematics Education) has recently been awarded the University of Reading’s Research Fellowship (£10,000) for the 2019/2020 academic year. Twenty Fellowship applications were submitted, and only five applications were chosen across the university’s five research themes. According to the University’s press release, “Five Reading academics at the top of their game have been awarded University Research Fellowships to develop their work in the arts, humanities and social sciences over the next year.”
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Applications were assessed in terms of originality, rigour and significance of the proposed Fellowship project as well as the extent to which it shows ambition and constitute a ‘step change’ in the work of the applicant. The Fellowship is for the duration of one year.

​Dr. Trakulphadetkrai’s project, titled ‘Learning Mathematics through Creating Story Picture books: A New Mathematics Teaching Strategy for Primary School Children’  will be built on his pilot study. The study aims to investigate the effectiveness of an innovative mathematics teaching strategy whereby children creating their own mathematical story picture books (MSPB). Specifically, it sets out to measure the extent to which asking Year 4 (8-9 years old) children to create MSPB about multiplication can help to develop their conceptual understanding of the topic. Finally, the study will also explore key stakeholders’ perceptions of this teaching strategy.

Dr. Trakulphadetkrai said: “Existing studies on this topic tend to be conducted in the early years (3-5 years old) and Key Stage 1 (5-7 years old) settings and they treated children as only consumers rather than producers of MSPB. This study will be the first empirical study of its kind to investigate the effect of treating children as producers of MSPB.” He also added that “This study will form part of my research underpinning my non-profit MathsThroughStories.org initiative, which sets out to encourage teachers and parents globally to teach mathematics using storytelling.”

To learn more about Dr. Trakulphadetkrai’s research interests, click here.

​To learn more about the Fellowship and details of the other Fellowship recipients, click here.

​Dr. Trakulphadetkrai’s presentation (titled ‘Irish Teachers’ Perceptions on the Integration of Children’s Literature in Mathematics Teaching and Learning’) was based on a recent research project that he collaborated with Dr. Mark Prendergast (Trinity College Dublin) as well as Dr. Lorraine Harbison and Sue Miller (Dublin City University). This study explored Irish pre-service and in-service teachers’ views on the use of children’s literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’ literature in the mathematics classroom.

​As part of the Institute of Education’s ‘Big Questions’ research video series, Dr. Natthapoj Vincent Trakulphadetkrai (Lecturer in Primary Mathematics Education) answers the following Big Question: ‘What if maths was taught through storytelling?’.
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In this video, Dr. Trakulphadetkrai explains that students sometimes complain that learning mathematics is boring and difficult as mathematical concepts are sometimes taught in a very formulaic and abstract way – very different from how students might experience them in real life. He argues that teaching mathematics through storytelling particularly in the picture book format can work much better.

Later in the video, he highlights his MathsThroughStories.org initiative which encourages teachers and parents globally to teach mathematics using story picture books. The website also provides several free on-line resources. Since it was launched in March 2017, the website has been viewed over 250,000 times by more than 48,000 teachers and parents from 180 countries.
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To watch the video, click here.

​Dr. Fallon has recently read a research article co-authored by Dr. Trakulphadetkrai reporting key perceived barriers to and enablers for the integration of story picture books in mathematics teaching as reported by Irish primary teachers. Since then, Dr. Fallon and NCCA are interested to learn more about the approach, particularly its adoption across the primary curriculum and not just at the pre-school level.

Dr. Trakulphadekrai said “What I hope, of course, is for there to be explicit recommendations in Ireland’s new primary mathematics curriculum for teachers (particularly of older primary school children) to consider using story picture books to enrich their mathematics teaching. This would clearly signal to Irish primary teachers that the use of such resource is not something that only pre-school teachers use, but that it is something that primary teachers could use and benefit from as well."

Special thanks go to Dr. Lorraine Harbison (Associate Professor in Mathematics Education​ at Dublin City University and a co-author of the research paper) for organising and hosting this meeting.

​Upon Dr. Harbison’s earlier invitation, Dr. Trakulphadekrai also ran his popular Maths Through Stories training workshop for around 70 primary teacher trainees from both Dublin City University (Dublin, Republic of Ireland) and Ulster University (Coleraine, Northern Ireland, UK) later that afternoon. The workshop was also attended by the NCCA representatives.

The workshop was very successful and well received. Jacinta Regan (Education Officer, NCCA), for example, commented that:
“Maths Through Stories is a fantastic and practical workshop that enables practitioners to think about how Mathematics can be taught in an integrated and enjoyable way through the use of picture books. Picture books are an essential part of every classroom and this course challenges practitioners to consider their additional use outside of the English reading lesson. My participation in the course was very informative and will assist me in my work with primary school teachers moving forward. I look forward to sharing this playful pedagogy with our teacher networks.”


Dr. Lorraine Harbison (Associate Professor in Mathematics Education​ at Dublin City University, Republic of Ireland)​ commented on the event that:
“The Maths through Stories workshop was skilfully facilitated by Vincent where two cohorts of student teachers from Northern and Southern Ireland collaborated for the first time on a SCoTENS project on the use of story picture books in the primary school mathematics classroom. There was a senses of fun and excitement throughout the day with a lively exchange of learning. Students went away with not only a positive experience of the workshop, but also with some very rich ideas that they intend to implement on school placement over the coming weeks​” 


Shauna McGill (PGCE Primary Course Director at Ulster University, Northern Ireland, UK) said:
“The Maths Through Stories workshop offered a cross-curricular platform to demonstrate connecting learning between Numeracy and Literacy. The range of supporting maths stories were expertly evaluated and the potential for using them effectively in the primary classroom excitedly explored. Vince’s delivery was dynamic and enthusiastic. We were very grateful for his contribution to our Scotens University collaboration project.​” 


Some of the trainees’ comments included:
“It was a great workshop. Vincent gave me lots of good ideas. He is so enthusiastic and made me want to be a better teacher and be creative all the time :-)”  

“I found it very interesting and extremely helpful for my placement. I will now try to use more story picture books in maths lessons as I never really thought to use them before with maths.”

​“Very informative, active and fun experience. Vince is very engaging and inspiring. Really enjoyed this :-) ” ​ ​