Storying Joanne,¹

1. This story is, in some very close and real sense, about Michelle; she has worked with us, commenting on the research experience and on the text throughout its production. Nevertheless, it is a story, even containing small sections of fictional imaginings of Michelle’s life. It seemed most appropriate therefore to call the character who emerges by a different name. Michelle doesn’t think this choice matters either way and perhaps she is right.

an undergraduate mathematician

Abstract

In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other.

Notes

1. This story is, in some very close and real sense, about Michelle; she has worked with us, commenting on the research experience and on the text throughout its production. Nevertheless, it is a story, even containing small sections of fictional imaginings of Michelle’s life. It seemed most appropriate therefore to call the character who emerges by a different name. Michelle doesn’t think this choice matters either way and perhaps she is right.

2. Where excerpts from the transcripts have been included, there has been occasional editing for clarity. Michelle has helped us in transcribing the colloquialisms appropriately.

3. The final school examination at 18+ leading to university entrance.

4. A colloquial expression meaning to listen.

5. In 1999 1.5% of the UK undergraduate cohort studied mathematics (Higher Education Statistics Agency, 1999).