Scripting Approaches in Mathematics Education

1. Front Matter

   Pages i-xix

   PDF

2. On Dialogue and Stories as Representations of Practice: An Introduction

   • Patricio Herbst

   Pages 1-19

3. Combining Geometrical Transformations: A Meta-mathematical Narrative

   • John Mason

   Pages 21-51

4. Constructing Plausible, but Uncommon Stories: Gaining Subversive Insight into the School Mathematics Tradition

   • Daniel Chazan, Shoshana Gilead, Kyle Cochran

   Pages 53-72

5. A Tale of Two Digital Games: How Discussion Can Augment Personal Narratives

   • Anne Watson, John Mason

   Pages 73-87

6. Who is Right? – What Students’ and Prospective Teachers’ Responses to Scripted Dialog Reveal About Their Conceptions of Proof

   • Orly Buchbinder

   Pages 89-113

7. Moving Toward Approximations of Practice in Teacher Professional Development: Learning to Summarize a Problem-Based Lesson

   • Gloriana González

   Pages 115-146

8. How Can Designed Reference Points in an Animated Classroom Story Support Teachers’ Study of Practice?

   • Vu Minh Chieu, Wendy Rose Aaron, Patricio Herbst

   Pages 147-162

9. “I Understand” Talk in Script Writing: A Case from Euclid’s Elements

   • Boris Koichu, Rina Zazkis

   Pages 163-184

10. Teachers Unpack Mathematical Conventions via Script-Writing

    • Igor’ Kontorovich

    Pages 185-204

11. Interjecting Scripting Studies into a Mathematics Education Research Program: The Case of Zero-Divisors and the Zero-Product Property

    • Dov Zazkis, John Paul Cook

    Pages 205-228

12. Eyes, Ears, and Expectations: Scripting as a Multi-lens Tool

    • Ami Mamolo

    Pages 229-248

13. Generating, Appraising, and Revising Representations of Mathematics Teaching with Prospective Teachers

    • Sandra Crespo

    Pages 249-264

14. Does the Medium Matter?

    • Annick Rougée, Patricio Herbst

    Pages 265-292

15. Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting

    • Woong Lim, Deborah Roberts-Harris, Hee-Jeong Kim

    Pages 293-319

16. What StoryCircles Can Do for Mathematics Teaching and Teacher Education

    • Patricio Herbst, Amanda Milewski

    Pages 321-364

17. Dialogues on Dialogues: The Use of Classical Dialogues in Mathematics Teacher Education

    • Rina Zazkis, Boris Koichu

    Pages 365-387

18. On the Use of Dialogues: Looking Back and Looking Forward

    • Rina Zazkis

    Pages 389-398

19. Back Matter

    Pages 399-425

    PDF

This book shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives.

Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both “low tech” implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.

• StoryCircles
• mathematical narratives
• scripted dialogues
• representations
• script writing tasks
• lesson play
• scripting tasks
• imaginary conversations
• task "Who is right"
• Depict tool
• teaching practice
• story boards
• learning and instruction

• Simon Fraser University, Burnaby, Canada

  Rina Zazkis

• University of Michigan, Ann Arbor, USA

  Patricio Herbst

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