Teaching mathematics through storytelling: Engaging the 'being' of a student in mathematics - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2015

Teaching mathematics through storytelling: Engaging the 'being' of a student in mathematics

Résumé

The paper draws from a hermeneutic phenomenological research study, which aimed at exploring the meaning of teachable moments from the lived experiences of grades 6–8 mathematics teachers. A primary and important stage of hermeneutic phenomenological study is for researchers to begin their research with a personal story. This paper presents the results of this primary stage, which focused on one of author's experiences of storytell-ing in a grade 6 to 8 mathematics classes for the purpose of humanizing mathematics as a way of engaging both the 'being' of mathematics students and their cognitive faculties. Data was collected from personal teaching stories of one of the researcher/author. The paper argues that teacher's storytelling humanizes mathematics in ways that engages both the 'being' and cognitive faculties of a student.
Fichier principal
Vignette du fichier
CERME9.TWG20.17.ToorMgombelo.pdf (126.45 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte
Loading...

Dates et versions

hal-01289881 , version 1 (17-03-2016)

Identifiants

  • HAL Id : hal-01289881 , version 1

Citer

Amanjot Toor, Joyce Mgombelo. Teaching mathematics through storytelling: Engaging the 'being' of a student in mathematics. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3276-3282. ⟨hal-01289881⟩
890 Consultations
6943 Téléchargements

Partager

Gmail Facebook X LinkedIn More