Improving Visual Representations' Impact in Mathematics Teaching With Multimodal Narratives

Improving Visual Representations' Impact in Mathematics Teaching With Multimodal Narratives

Paula Montenegro (Universidade de Trás-os-Montes e Alto Douro, Portugal), Cecília Costa (Universidade de Trás-os-Montes e Alto Douro, Portugal) and J. Bernardino Lopes (Universidade de Trás-os-Montes e Alto Douro, Portugal)
Copyright: © 2019 |Pages: 20
DOI: 10.4018/978-1-5225-8570-1.ch010
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This chapter focuses on the impact that multimodal narratives (MN), elaborated to a first intervention (MN1) and to a succession of interventions (MN2), had in the professional development of a teacher to increase the impact of visual representations in the teaching and learning of mathematical content. The study follows an interpretative paradigm, with design science research and case study investigation methods. The participants are two groups of students (mean age 10.7 years and 11.3 years) and their Mathematics teacher. The data were collected from the students' written records, lesson plans, and teacher's notes. The data collected were organized in a MN. The results show that the MN is a tool that facilitates the process of professional development at the self-reflection level and in combination with researchers. The authors conclude that MN is an efficient and useful tool for professional development that aims to improve teaching practices and student learning.
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Theoretical Background

Although tolerated, the use of visual representations in mathematics teaching and learning is not accepted by teachers and students with the same status as other more widely used representations (e.g., arithmetic and algebraic) (Montenegro, Costa, & Lopes, 2018). Hence, a phase of professional development is needed to explore ways of using visual representations in teaching. A professional development model focused on the improvement of teaching practices in line with the most recent conceptualization (Soebari & Aldridge, 2015) is adopted, based on the articulation with research on teachers’ own teaching practices (Fischer et al., 2018; Lopes & Cunha, 2017).

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