1,218
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

The aesthetic effects of a new lesson design approach: Mathematical stories

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 33-47 | Received 11 Feb 2022, Accepted 15 Feb 2023, Published online: 23 Mar 2023

References

  • 2018 Database—PISA. (n.d). Retrieved December 30, 2021, from https://www.oecd.org/pisa/data/2018database/#d.en.516012
  • Barthes, R. (1974). S/Z (R. Miller, Trans.). Macmillan.
  • Borasi, R., & Brown, S. I. (1985). A “novel” approach to texts. For the Learning of Mathematics, 5(1), 21–23. https://doi.org/10.2307/40247872
  • Borasi, R., Sheedy, J. R., & Siegel, M. (1990). The power of stories in learning mathematics. Language Arts, 67(2), 174.
  • Cobb, P., Confrey, J., Disessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
  • Darby-Hobbs, L. (2013). Responding to a relevance imperative in school science and mathematics: Humanising the curriculum through story. Research in Science Education, 43(1), 77–97. https://doi.org/10.1007/s11165-011-9244-3
  • Dewey, J. (1934). Art as experience. Penguin Group.
  • Dietiker, L. (2013). Mathematics texts as narrative: Rethinking curriculum. For the Learning of Mathematics, 33(3), 14–19.
  • Dietiker, L. (2015). Mathematical story: A metaphor for mathematics curriculum. Educational Studies in Mathematics, 90(3), 285–302. https://doi.org/10.1007/s10649-015-9627-x
  • Dietiker, L. (2016). Generating student interest with mathematical stories. The Mathematics Teacher, 110(4), 304–308. https://doi.org/10.5951/mathteacher.110.4.0304
  • Dietiker, L., Richman, A. S., Brakoniecki, A., & Miller, E. R. (2016). Woo! Aesthetic variations of the “same” lesson. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 66–73).
  • Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610. https://doi.org/10.1037/0022-0663.99.3.597
  • Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121. https://doi.org/10.1207/S15327809JLS1101_4
  • Ferguson, R. F., & Danielson, C. (2015). How framework for teaching and tripod 7Cs evidence distinguish key components of effective teaching. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.), Designing teacher evaluation systems (pp. 98–143). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119210856.ch4
  • Gadanidis, G., & Hoogland, C. (2003). The aesthetic in mathematics as story. Canadian Journal of Science, Mathematics and Technology Education, 3(4), 487–498. https://doi.org/10.1080/14926150309556584
  • Meyer, D. (2011, May 11). The three acts of a mathematical story. Dy/Dan. http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). IEA’s trends in international mathematics and science study – TIMSS 2015. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College. http://timss2015.org/
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International results in mathematics and science. Boston College. https://timssandpirls.bc.edu/timss2019/international-results/
  • Nodelman, P., & Reimer, M. (2003). The pleasures of children’s literature (3rd ed.) Pearson.
  • Renninger, K. A., Ewen, L., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12(4), 467–490. https://doi.org/10.1016/S0959-4752(01)00012-3
  • Riling, M., Dietiker, L., & Gates, M. (2019). How do students experience mathematics? Designing and testing a lesson­ specific tool to measure student perceptions. American Educational Research Association (AERA).
  • Riling, M., Dietiker, L., Gibson, K., Tukhtakhunov, I., & Ren, C. (2018). Factors that influence student mathematical dispositions. In Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1012).
  • Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
  • Sinclair, N. (2001). The aesthetic IS relevant. For the Learning of Mathematics, 21(1), 25–32.
  • Sinclair, N. (2005). Chorus, colour, and contrariness in school mathematics. THEN: Journal, 1(1) http://thenjournal.org/feature/80/
  • Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. Teachers College Press.
  • West, B. T. (2009). Analyzing longitudinal data with the linear mixed models procedure in SPSS. Evaluation & the Health Professions, 32(3), 207–228. https://doi.org/10.1177/0163278709338554
  • Zazkis, R., & Liljedahl, P. (2009). Teaching mathematics as storytelling. Sense Publishers. https://www.maa.org/press/maa-reviews/teaching-mathematics-as-storytelling