Barriers and Strategies to Increase Story as an Instructional Strategy


  • Samantha Faye Junkin Auburn University at Montgomery


Story is an instructional strategy that is often forgotten or misused. Some mathematics educators believe they are using story when in reality only utilizing word problems, which is very different from story as an instructional strategy. When used properly, story gets students emotionally invested within the story and their learning, this increases student achievement in mathematics. Despite the low scores on the Florida State Assessment (FSA) Algebra 1 End-of-Course (EOC), teachers are still not using story as an instructional strategy. This study determines the barriers preventing the usage, along with strategies to increase the usage of story as an instructional strategy.

Author Biography

Samantha Faye Junkin, Auburn University at Montgomery

Curriculum, Instruction, and Technology; Assistant Professor


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