Narrating students’ mathematical reasoning

Stories of “storytelling” have captured my interest this weekend:

When I narrate students’ mathematical reasoning, I engage in storytelling.

I work to analyze what students say and do to better understand their perspectives.

I have the great privilege of learning from students who are willing to talk with me about their work to solve mathematics problems.

This weekend’s stories remind me of the responsibility that comes with that privilege.

To read one of my analyses of students’ mathematical reasoning, click the link below:

Johnson, H. L. (2015, July). Task design: Fostering secondary students’ shifts from variational to covariational reasoning. In Beswick, K., Muir, T., & Wells, J. (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 129-136). Hobart, Tasmania: University of Tasmania

 

 

 

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