The Aesthetic Effects of a New Lesson Design Approach: Mathematical Stories

Autor/inn/en	Dietiker, Leslie; Riling, Meghan; Singh, Rashmi; Nieves, Hector I.; Barno, Erin
Titel	The Aesthetic Effects of a New Lesson Design Approach: Mathematical Stories
Quelle	In: Journal of Educational Research, 116 (2023) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dietiker, Leslie) ORCID (Riling, Meghan) ORCID (Singh, Rashmi) ORCID (Nieves, Hector I.) ORCID (Barno, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2023.2182264
Schlagwörter	Aesthetics; Mathematics Education; Lesson Plans; Secondary School Mathematics; Curriculum Development; High School Students; Story Telling; Student Experience; Student Attitudes; High School Teachers; Negative Attitudes; Attitude Change + Suchen Sie Ihr Suchwort? Ästhetik; Mathematische Bildung; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Schülerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Negative Fixierung; Attitudinal change; Einstellungsänderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01