The aesthetic effects of a new lesson design approach: mathematical stories
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Date
2023-01-02
Authors
Dietiker, Leslie
Riling, Meghan
Singh, Rashmi
I. Nieves, Hector
Barno, Erin
Version
OA Version
Published version
Citation
L. Dietiker, M. Riling, R. Singh, H. I. Nieves, E. Barno. 2023. "The aesthetic effects of a new lesson design approach: Mathematical stories" The Journal of Educational Research, Volume 116, Issue 1, pp.33-47. https://doi.org/10.1080/00220671.2023.2182264
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.
Description
License
© 2023 The author(s). Published with license by Taylor & Francis Group, LLC. This is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent.