Stories and mathematics are often seen as incompatible. This
misconception is arguably caused by the way mathematics is perceived
only as a collection of formulae, largely abstract and void of
meaningful context. However, many previous studies provide evidence that
connecting stories and mathematics together is beneficial to both
literacy and mathematical development. This chapter will draw from
relevant theories and research literature to highlight potential
cognitive and emotive benefits of integrating stories in developing
mathematical thinking and learning for young children. The chapter will
also discuss some of the benefits of treating learners not only as
consumers of mathematical stories, but also as their producers. Finally,
the chapter will end with some interesting case studies of
practitioners using stories in their mathematics teaching.