Exposing the mathematical differences between enactments of the same written lesson

Abstract

In this paper we respond to Huntley and Heck’s 2014 call for new conceptual frameworks that recognize mathematical differences between enactments of the same written lessons that stick “closely” to the textbook. We use a mathematical story framework to describe differences in the mathematical development of three enactments of the same algebra 1 lesson by three different experienced teachers. We find and document differences in how the lessons raise questions, sustain inquiry (or not), and progress toward resolution of the questions. These differences influence the overall mathematical and temporal structure of the enactments, which, in turn, affect the student experience and potentially affect student opportunities to learn.