The effect of narrative features on mathematical performance in children aged 6–8.11 years

ERDOĞAN ÜNLÜ, G. (2025). The Effect of Narrative Features on Mathematical Performance in Children Aged 6–8.11 Years. Master's Thesis, Istanbul Atlas University, Graduate School, Department of Speech and Language Therapy, Istanbul. This study was conducted to examine the relationship between narrative skills and mathematical performance in children aged 6.0 to 8.11 years. It has been stated that narrative, as a type of discourse, reflects individuals' language development and cognitive processes and can be effectively used as a tool in education. The development of mathematical skills has been emphasized to be closely related to language and cognitive processes. In this context, the main aim of the research was determined as revealing the effects of narrative skills on mathematical performance. The study included a total of 40 children whose language and cognitive development were assessed as normal using the "Turkish School-Age Language Development Test" and the WISC-R. Narrative skills were evaluated using the "Frog, Where Are You?" test. Narratives obtained through this test were analyzed in terms of macrostructural parameters. Mathematical performance was assessed using non-standard problem-solving questions appropriate for the participants' age levels. The findings of the study revealed that narrative macrostructural features such as expressing the purpose of the story, developing solutions to encountered obstacles, describing the conclusion of the story, and noticing details showed a significant relationship with mathematical performance. It was determined that errors in narrative skills negatively affected mathematical problem-solving processes, while attention and cognitive flexibility played a decisive role in these processes. In conclusion, it was stated that language and mathematical skills are interconnected and that narrative-based approaches can serve as effective tools in enhancing mathematical performance. The study aims to contribute to the development of new approaches in educational program planning that consider the relationship between language and mathematics.