Improving Visual Representations' Impact in Mathematics Teaching With Multimodal Narratives

Abstract

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.