Abstract
This study aimed to investigate classroom teachers’ experiences on the use of digital stories in the mathematics teaching process by using the phenomenological research design. Digital stories and lesson plans prepared by the researcher for each primary school grade mathematics course were distributed to the participating teachers during the data collection process. Teachers were asked to teach their lessons with the digital story appropriate for the grade level. The classroom teachers stated that teaching mathematics with digital storytelling provided concretization of abstract concepts, ensured retention, increased attention towards the lesson, and facilitated the transfer of what they learned to real life. The danger of turning the use of technology into a habit, the hardship of preparing digital story meratials that could address students’ individual differences, insufficient technological equipment in the teaching environment, and problems related to time-consuming nature of the practice were main disadvantages of teaching mathematics via digital stories.
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