An Application Study of Digital Storytelling in Bilingual (Chinese-English) Numeracy Education for Kindergarten Children

Abstract

This study aims to explore the application value, implementation paths, and practical effects of digital storytelling as an innovative teaching medium in kindergarten bilingual (Chinese-English) arithmetic education. The research first reviews the theoretical foundations of digital storytelling, early childhood bilingual education, and early arithmetic ability development, establishing the necessity and feasibility of the study. Utilizing various research methods including literature review, case study, and action research, this paper analyzes current challenges in bilingual arithmetic education and constructs a design framework and implementation strategy centered on digital storytelling. A senior class in a specific kindergarten was selected for a one-semester teaching intervention. The results indicate that digital storytelling effectively stimulates children's interest and engagement in bilingual arithmetic activities. Within immersive bilingual contexts, children showed significant improvement in number concepts, operational abilities, and mastery of mathematical vocabulary in both Chinese and English. Furthermore, their cross-cultural awareness and comprehensive language skills developed accordingly. Finally, the study summarizes the advantages and challenges of applying digital storytelling in this field and proposes educational suggestions and future outlooks.