Using Digital Storytelling for Teaching the Subtraction Algorithm to 2nd Grade Pupils - Teaching Intervention Study

Oct 15, 2026

The paper examines a teaching intervention that uses digital storytelling to support second graders in learning the subtraction algorithm. Literature frames subtraction as a challenging topic for students this age, and the study tests whether storytelling improves understanding and application of two vertical subtraction methods from the official textbook: “Borrow First and Then Subtract” and the “Austrian Subtraction.” Findings indicate that the approach is effective and extends existing research on this topic.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Mathematics education and student attitudes

Vertical subtraction algorithm and common bugs

Digital storytelling in education

Theoretical Background

Mathematics and storytelling in primary school

Research methodology and teaching intervention

Results and discussion

Using digital storytelling for teaching the subtraction algorithm to 2nd grade pupils Tharrenos Bratitsis1, Marianna Mantellou2 [bratitsis@uowm.gr](bratitsis@uowm.gr), [mantelloumarianna@gmail.com](mantelloumarianna@gmail.com) 1 University of Western Macedonia, Greece 2 Primary School Teacher Abstract The paper reflects on a teaching intervention which utilized digital storytelling as an approach for teaching the subtraction algorithm in 2nd Grade. Literature indicates that this is a difficult topic forchildren of this age. The aim was to examine if through digital storytelling, students find it easier to understand and apply the two subtraction algorithms which are described in the official textbook, namely the “Borrow First and Then Subtract” and the “Austrian Subtraction” algorithms. The results indicate the effectiveness of this approach is, further enhancing the existing literature on the topic. Keywords: Digital storytelling, mathematics, primary education, subtraction Introduction It is widely accepted that mathematics as a disciplinary area often causes discomfort to students in all levels of education, although their usefulness for everyday activities is overall recognized. Research indicates that even high-achieving students consider mathematics a tedious subject (Ignacio et al., 2006) . Furthermore, frequent failure often leads to an enhanced negative attitude towards the subject. Chapman (1988) discussed that it is difficult for students to accept that a possible failure to solve a mathematical problem reflects on their own ability, while attributing success to various factors, including luck. This way, a feeling of inferiority and a negative attitude students towards mathematics is gradually built from their side. The vertical subtraction algorithm is often executed incorrectly by young students. These erroneous executions are wrong variations of the correct algorithm which are mentioned in the literature using the term “bugs”(Lemonidis, 1994) . They occur when a person who has understood an algorithm, or not, encounters a dead end, either because he/she has forgotten the solution process or it turns out that eventually he/she has not learned the approach correctly or even at all. In this case, instead of interrupting the resolution, the individual tries to reconstruct a solution, which may be more or less far from the correct algorithm. Therefore, the didactic approach to this subject is a key question, even for contemporary research. Digital Storytelling is a contemporary research trend, incorporated in the educational practice over the last decade. It is a form of art which combines multimodal elements (e.g. images, sounds, videos, text, and recorded narration) for the construction of a short story (Robin & Macneil, 2012) . The produced stories, usually in the form of short videos or digital comics, are utilized in all levels and disciplinary areas of education, in various ways (Bratitsis, 2017) . There is intense research activity over the past few years regarding the utilization of digital storytelling for teaching various school subjects, especially in younger ages (Bratitsis, 2014; Roussi & Bratitsis, 2017; Savvopoulou & Bratitsis, 2017; Bratitsis et al., 2017; Bratitsis & Prapas, 2018; Bratitsis & Mantellou, 2019) . Most of the studies of this kind in the literature which were conducted in real school settings have been carried out in Greece, as it is not uncommon to implement such interventions in real school settings. This paper describes a teaching intervention which utilizes digital storytelling for teaching mathematics in Primary School. Specifically it regards the two vertical subtraction algorithms which are taught in the 2nd Grade, according to the official Greek curriculum. The paper is structured as follows: initially the theoretical background is developed. Then the research methodology is presented along with the teaching intervention which took place in various occurren

FAQs

What teaching approach does the study use to teach subtraction?

The study uses digital storytelling, combining multimodal elements such as images, sounds, videos, text, and recorded narration, to present short instructional stories.

Which subtraction algorithms are taught and evaluated?

The intervention targets two vertical subtraction algorithms: “Borrow First and Then Subtract” and the “Austrian Subtraction,” as described in the official textbook for 2nd Grade.

Why is subtraction considered difficult for second graders?

The paper describes subtraction as a difficult topic at this age and explains that young students often execute the vertical subtraction algorithm incorrectly due to common “bugs” in understanding or forgetting the process.

Oct 15, 2026

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