Narrating students’ mathematical reasoning

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

Storytelling is a vital human activity@SenorG https://t.co/CS3ql83ipu

— Heather Johnson (@HthrLynnJ) February 25, 2017

“We need to tell different stories to expand our cultural understanding of who can engage in mathematics.”#mtbos #mathchat #math https://t.co/sKXpmAKmR5

— Heather Johnson (@HthrLynnJ) February 25, 2017

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 39^th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 129-136). Hobart, Tasmania: University of Tasmania