The Effectiveness of Using Stories and Tales in Developing Conceptual Understanding and Enjoyment of Learning Mathematics among Third-Grade Elementary Students: A Mixed-Method Study

The study aimed to explore the effectiveness of using stories and tales in developing conceptual understanding and promoting enjoyment of learning mathematics among third-grade elementary students. To achieve the research objectives, a mixed-methods experimental design was applied to a sample of 26 students, representing the experimental group, and 24 students, constituting the control group. All students were selected from the Twenty-Second Elementary School within the Sharqiyyah Educational Administration. The teacher's book was used as instructional material for the unit of "Geometric Shapes." To collect quantitative data, an achievement test was used to measure conceptual understanding, while individual interviews, focus groups, and classroom observation were utilized to collect qualitative data about enjoyment in learning mathematics. The study showed a statistically significant difference (α ≤ 0.05) in conceptual understanding, favoring the experimental group. The interviews and classroom observation revealed three main dimensions of enjoyment: emotional and cognitive engagement, breaking classroom boredom and renewing learning environment, and promoting social participation and self-confidence. The research ended with a number of recommendations, the most significant are: integrating storytelling into mathematics teaching at the elementary stage, in a way that aligns with local culture and students' life experiences to facilitate understanding abstract concepts and linking them to reality. Keywords: Geometric shapes, Stories and Tales, Conceptual Understanding, Enjoyment of Learning Mathematics, Mixed- Methods Approach.