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
Brief research report by Sarina Simon, Rashmi Singh, and Leslie Dietiker In this study, we explore the relationships between the types of student exclamations in an enacted lesson (e.g., “Wow!”) and the varying dramatic tensions created by the unfolding content. By analyzing student exclamations in six specially-designed high school mathematics lessons, we explore how the […]
Brief research report by Rashmi Singh, Hector I. Nieves, Erin Barno, and Leslie Dietiker 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 […]