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.

摘要

研究表明，高中生经常对数学有负面的体验。为了应对这一挑战，本文分享了一个基于设计的研究项目的发现，在该项目中，研究人员和教师开发并使用了一种叙事方法来规划课程，以设计课程体验，为高中生提供机会，让他们对数学内容着迷（ “CML”）。这种方法的目标是为学生提供积极的审美机会，例如激发学生的好奇心，同时保持认知需求和连贯性。总体而言，学生在 CML 中报告的审美体验（例如，悬念、惊奇）比在同一位老师和学生的其他课程中更多。