Literaturnachweis - Detailanzeige
| Autor/in | Armstrong, Alayne |
|---|---|
| Titel | The Authoring of School Mathematics: Whose Story Is It Anyways? |
| Quelle | In: in education, 24 (2018) 2, S.24-34 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1927-6117 |
| Schlagwörter | Mathematics Education; Teaching Methods; Story Telling; Teacher Attitudes; Problem Solving; Middle School Teachers; Middle School Students; Foreign Countries; Mathematics Activities; Group Activities; Canada |
| Abstract | Mathematics itself is a living and creative act (Boaler, 2008), and mathematicians themselves often collaborate in their work (Burton, 2004). What, then, is holding school mathematics back? Are educators so conditioned to expect the act of mathematizing in school to proceed in a certain abstract, formalized way that they are neglecting other means by which mathematical learning may emerge? What if educators shifted their conception of what students do in school mathematics to be an act of storytelling, where they take the time to admire how students tell their stories, take pride in how they keep their audience engaged, or, on a deeper level, the themes and greater truths they touch on in the telling? In this article Alayne Armstrong argues that framing doing mathematics as storytelling would help to privilege the process of doing mathematics over the product that results from it (the answer), something that might make school mathematics more satisfying, more human, for students. Herein, he discusses how storylines that result from mathematics tasks can be compared to published works with similar plots where each author has made the story his/her own by varying the storyline. He demonstrates this point through a collective problem posing study he conducted with small groups of students at a middle school in British Columbia. (ERIC). |
| Anmerkungen | University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://ineducation.ca/ineducation |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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