Teaching secondary mathematics lessons for joy and wonder Published in the Mathematics Teaching (MT) Journal. Written by Kayla Scheitlin, Meghan Riling, and Leslie Dietiker. Read for free: https://www.atm.org.uk/write/MediaUploads/Journals/MT288/05.pdf
We shared Mathematical Story Lesson Design at NCTM 2023 in Washington DC! Dr. Leslie Dietiker shared strategies for designing advanced mathematics content in ways that spark curiosity, builds suspense, and encourages engagement with mathematical ideas. Time: 8am on Friday October 27, 2023. Over 50 people attended! If you joined us that day, thank you very […]
The article “The Aesthetic Effects of a New Lesson Design Approach: Mathematical Stories” is being published in Journal of Educational Research. This mixed methods approach reports on the ways that MCLEs (Mathematically Captivating Learning Experiences, designed with the mathematical story framework) are experienced by students – as well as how those experiences differ from the […]
We are excited to announce that the article “Narrative characteristics of captivating secondary mathematics lessons” has been published in the journal Educational Studies of Mathematics. You can access and read this article for free at https://doi.org/10.1007/s10649-022-10184-y or as a PDF here https://link.springer.com/content/pdf/10.1007/s10649-022-10184-y.pdf.
The coding process to analyze a mathematical story was presented by Dr. Dietiker in November, 2023. You can watch the presentation at https://prime.natsci.msu.edu/community/math-ed-colloquium/.
Aamina Adil, Kihoon Luke Lee, and Leslie Dietiker shared a new analysis of the student interview data: When mathematics educators work towards making mathematics more relevant, they often think about including more real-world applications into mathematics lessons. But what happens when a lesson is devoid of real-world contexts? In what ways can students find it […]
To better understand how written curriculum shifts as it is enacted, Amanda Huffman, Leslie Dietiker, and Andrew Richman explored the similarities and differences between the mathematical plots of an enacted lesson with clear student and teacher contributions. This paper was presented in Nashville, TN at PME-NA 44 in November, 2022. Read more at the link […]
Erin Barno and Leslie Dietiker presented an analysis of teacher co-design sessions for how the group collectively generated aesthetic designs of lessons. This paper was presented in Nashville, TN at PME-NA 44 in November, 2022. Read more at the link below. Curricular Noticing MCLE PMENA 2022
The MCLE team presented a poster for the NSF CADRE Conference that describes the results of 4 years of research. In it, an overview of the MCLE design approach, using the mathematical story framework, is given. In addition, the comparison data for 8 classrooms (for 6 high school teachers across 3 different schools) is provided, […]
Our project team is publishing two sets of findings as part of the proceedings of the Psychology of Mathematics Education – North American Chapter (PME-NA) organization. Although the conference has been rescheduled to occur in Spring 2021, the research report What makes a mathematics lesson interesting to students? (authors Leslie Dietiker, Rashmi Singh, Meghan Riling, […]