4 extractive question-and-answer pairs built from Teaching Foundational Mathematics Through Stories | THE PRIMARY TEACHER, published by ejournals.ncert.gov.in. Source-evidenced topics include indian folktales, foundational mathematics, measurement, estimation, spatial awareness, patterns, number sense, data handling. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 list, 1 definition, 1 relationship. 4 of the 4 pairs (100.0%) ask explanatory questions; the remaining 0 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset examines the use of Indian folktales, specifically stories from the Panchatantra and Jataka Tales, to teach foundational mathematical concepts to Class 1 students. A month-long intervention in a government school employed the Co-Equal Cognitive Integration Style, blending storytelling with activities like map-making and artistic representations. The study highlights how storytelling made abstract mathematical ideas tangible and enjoyable, enhancing students' problem-solving skills, vocabulary, and engagement.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-9f25bc7b02749da6bc432a2e018f504a")
df.head()First 4 of 4 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| How did storytelling impact the understanding of mathematical concepts? | made abstract mathematical ideas tangible and enjoyable | Published 2026-07-15 This study explores the role of Indian folktales in introducing foundational mathematical concepts to young learners. Analysing four stories from thePanchatantraandJataka Tales, it identifies key mathematical themes, including measurement, estimation, spatial awareness, patterns, number sense, and data handling. A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. The findings indicate that students seamlessly integrated mathematical concepts with creative tasks, thereby enhancing their problem-solving skills, vocabulary, and engagement. Storytelling effectively made abstract mathematical ideas tangible and enjoyable, fostering the development of early numeracy skills. | 777 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5638 | Storytelling effectively made abstract mathematical ideas tangible and enjoyable, fostering the development of early numeracy skills. | p[0] | 0.700 | valid | |
| What teaching style was used in the intervention? | Co-Equal Cognitive Integration Style | Published 2026-07-15 This study explores the role of Indian folktales in introducing foundational mathematical concepts to young learners. Analysing four stories from thePanchatantraandJataka Tales, it identifies key mathematical themes, including measurement, estimation, spatial awareness, patterns, number sense, and data handling. A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. The findings indicate that students seamlessly integrated mathematical concepts with creative tasks, thereby enhancing their problem-solving skills, vocabulary, and engagement. Storytelling effectively made abstract mathematical ideas tangible and enjoyable, fostering the development of early numeracy skills. | 433 | definition | 0.940 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5638 | A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. | ||||
| What skills were enhanced in students through the intervention? | problem-solving skills, vocabulary, and engagement | Published 2026-07-15 This study explores the role of Indian folktales in introducing foundational mathematical concepts to young learners. Analysing four stories from thePanchatantraandJataka Tales, it identifies key mathematical themes, including measurement, estimation, spatial awareness, patterns, number sense, and data handling. A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. The findings indicate that students seamlessly integrated mathematical concepts with creative tasks, thereby enhancing their problem-solving skills, vocabulary, and engagement. Storytelling effectively made abstract mathematical ideas tangible and enjoyable, fostering the development of early numeracy skills. | 700 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5638 | The findings indicate that students seamlessly integrated mathematical concepts with creative tasks, thereby enhancing their problem-solving skills, vocabulary, and engagement. | ||||
| What activities were blended with storytelling during the intervention? | map-making and artistic representations | Published 2026-07-15 This study explores the role of Indian folktales in introducing foundational mathematical concepts to young learners. Analysing four stories from thePanchatantraandJataka Tales, it identifies key mathematical themes, including measurement, estimation, spatial awareness, patterns, number sense, and data handling. A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. The findings indicate that students seamlessly integrated mathematical concepts with creative tasks, thereby enhancing their problem-solving skills, vocabulary, and engagement. Storytelling effectively made abstract mathematical ideas tangible and enjoyable, fostering the development of early numeracy skills. | 534 | list | 0.740 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5638 | A month-long intervention was conducted in a government school with 20 Class 1 students using the Co-Equal Cognitive Integration Style, which blended storytelling with interactive activities such as map-making and artistic representations. |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |