“Oh! That’s Interesting!”: Captivating students who hate mathematics with mathematical ideas
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Published version
Date
2023
DOI
Authors
Dietiker, Leslie
Claiborne-Naranjo, Brittany
Barstow, Alexandra
Version
Published version
OA Version
Citation
L. Dietiker, B. Claiborne-Naranjo, A. Barstow. 2023. "“Oh! That’s Interesting!”: Captivating students who hate mathematics with mathematical ideas" https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf.
L. Dietiker, B. Claiborne-Naranjo, A. Barstow. 2023. "“Oh! That’s Interesting!”: Captivating students who hate mathematics with mathematical ideas" Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf.
L. Dietiker, B. Claiborne-Naranjo, A. Barstow. 2023. "“Oh! That’s Interesting!”: Captivating students who hate mathematics with mathematical ideas" Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf.
Abstract
Research suggests that high school students often have negative experiences with mathematics.
To address this challenge, this paper shares findings of a design-based research project in which
researchers and teachers developed and used a narrative approach to lesson planning in order
to design lesson experiences that provide opportunities for high school students to become
captivated with mathematical content (“CMLs”). The goal of this approach is to provide students
positive aesthetic opportunities, such as inspiring student curiosity, while maintaining cognitive
demand and coherence. Overall, students reported more positive, varied aesthetic experiences
(e.g., suspense, surprise) in CMLs than in other lessons with the same teacher and students. These
findings provide evidence that designing lessons as mathematical stories shows promise and can
offer students more positive aesthetic experiences in mathematics.
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