Application of the Mathematical Fairy Tale to Enhance the Motivation and Achievement of Bilingual Fifth-Grade Students
Application of the Mathematical Fairy Tale to Enhance the Motivation and Achievement of Bilingual Fifth-Grade Students

Summary/Abstract: This article presents the results of a pedagogical experiment aimed at examining the effectiveness of the mathematical fairy tale as an instructional tool in fifth-grade mathematics education, with a particular focus on bilingual students. The study was conducted in a Bulgarian school and proceeded through three stages—diagnostic, formative, and evaluative. The diagnostic stage revealed low levels of mastery of mathematical terminology, limited ability to apply mathematical laws, low interest in the subject, and frequent discipline problems. In the formative stage, original mathematical fairy tales, aligned with the curriculum, were integrated into the lessons for the experimental group, serving introductory, explanatory, summarizing, and corrective functions, as well as an “adventure-test” function for assessment. The evaluative stage demonstrated a significant improvement in the experimental group compared to the control group across all established criteria: mastery and accurate use of abstract concepts, ability to apply mathematical formulas, and test performance. The study confirms the hypothesis that incorporating mathematical fairy tales into the learning process enhances instructional effectiveness, stimulates interest, leads to higher academic achievement, and positively changes students’ attitudes toward mathematics.

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