Abstract
This paper sets out to examine how narrative modes of thinking play a part in the claiming of mathematical territories as our own, in navigating mathematical landscapes and in conversing with the mathematical beings that inhabit them. We begin by exploring what constitutes the narrative mode, drawing principally on four characteristics identified by Bruner and considering how these characteristics manifest themselves in the activities of mathematicians. Using these characteristics, we then analyse a number of examples from our work with expressive technologies; we seek to identify the narrative in the interactions of the learners with different computational microworlds. By reflecting on the learners’ stories, we highlight how particular features, common across the microworlds—motion, colour, sound and the like—provided the basis for both the physical and psychological grounding of the behaviour of the mathematically constrained computational objects. In this way, students constructed and used narratives that involved situating mathematical activities in familiar contexts, whilst simultaneously expressing these activities in ways which—at least potentially—transcend the particularities of the story told.
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Notes
While we are aware that some distinguish between narrative and story (see, for example, Abbott, 2002), in this paper we have adopted Bruner’s practice of using the terms interchangeably.
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Healy, L., Sinclair, N. If this is our mathematics, what are our stories?. Int J Comput Math Learning 12, 3–21 (2007). https://doi.org/10.1007/s10758-006-9109-4
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DOI: https://doi.org/10.1007/s10758-006-9109-4