The Enactment of Lessons Using Comics to Teach Mathematics in Bruneian Classrooms

Abstract

Researchers have argued that the use of comics in teaching mathematics is ideal for improving problem-solving skills among primary and secondary students. However, there are only a handful of studies that utilize comics, particularly in Bruneian classrooms. In this study, we share the journey of three teachers who enacted the use of comics in their respective mathematics lessons. All of them implemented their own choice and designs of different yet educationally related comics as intervention lessons, intending to scaffold the conceptual knowledge of the mathematics topics taught while encouraging collaboration and participation among their students. Their students’ perceptions on the use of comics were gathered from the surveys and/or the interviews and analyzed qualitatively. Among the overall main themes found were the students’ positive insights on the use of comics, the impact of their learning and engagement on the subject, the influence of color and image constructs of the comics, the emotions triggered by comics and the beneficial inclusivity particularly at the primary and secondary school levels.