The Potential of Mathematical Fairy Tales as a Sustainable Didactic Tool in First-Grade Mathematics Education for Bilingual Students

This study investigates the effectiveness of a narrative-structured instructional approach in supporting mathematical learning in a bilingual firstgrade classroom. The intervention systematically integrates narrative elements across the main phases of the mathematics lesson—concept introduction, guided practice, consolidation, and assessment—with the aim of facilitating conceptual understanding and the development of disciplinary mathematical language. The research was conducted in a Bulgarian primary school using a quasiexperimental single-group design with 25 bilingual first-grade students. Students’ mathematical achievement was examined through equivalent assessments administered before and after the instructional intervention. In addition to statistical analysis of test results, a vector-based cognitive learning acquisition index (CLI) was used to evaluate multiple indicators of mathematical competence. The findings indicate a statistically significant improvement in students’ mathematical achievement following the implementation of the narrativestructured instructional model. Additional analysis based on the CLI index shows positive dynamics across several indicators, including the acquisition of mathematical terminology, the correct application of algorithms in problem solving, and the comprehension of word problems. Qualitative reflections from pupils further suggest that the narrative context supported engagement and improved the perceived comprehensibility of mathematical tasks. Although the single-group design does not permit causal inference, the results provide preliminary empirical evidence that structured narrative-based instructional approaches may support both conceptual understanding and disciplinary language development in linguistically diverse early primary classrooms.