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Your search keyword '"Barno, Erin"' showing total 3 results
Start Over Author "Barno, Erin" Topic mathematical story
3 results on '"Barno, Erin"'

2. The aesthetic effects of a new lesson design approach: Mathematical stories.

Author

Dietiker, Leslie, Riling, Meghan, Singh, Rashmi, I. Nieves, Hector, and Barno, Erin

Subjects
MATHEMATICS education (Higher), HIGH school student attitudes, CURRICULUM planning, COGNITIVE development, TEACHING methods
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. [ABSTRACT FROM AUTHOR]

Published
2023
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3. IMPACT OF LESSON DESIGN ON MATHEMATICAL QUESTIONS.

Author

Singh, Rashmi, Nieves, Hector I., Barno, Erin, and Dietiker, Leslie

Subjects
MATHEMATICS education, ACADEMIC discourse, SCHOOL year, CURRICULUM planning, TEACHER development
Abstract

How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data suggesting that lessons designed with the mathematical story framework in order to elicit a specific aesthetic response ("MCLEs") have a positive influence on the types of teacher and student questions asked during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning-making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students. [ABSTRACT FROM AUTHOR]

Published
2021

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