The Role of Research-Informed Illustrated Stories for Equitable Embodied Mathematics Learning

• In Event: Arts-Based Educational Research in Teacher Education and Development

Abstract

Inspired by arts-based research methodologies in education, this study explores unique affordances of the designed illustrated story as a medium to facilitate dialogue among teacher candidates on learning and equity. We propose research-informed illustrated story as a tool to envision the future of mathematics teaching in linguistically and racially diverse classrooms. Our findings demonstrate that designed illustrated story inspired some teacher candidates to disrupt the norm around the use of body in schools and also to construct counter-stories toward future mathematics teaching. We discuss implications of research-informed illustrated stories as a tool for counter-storytelling toward transdisciplinary praxis between arts and mathematics learning.

Authors

• Shima Dadkhahfard, University of Calgary

• Miwa Takeuchi, University of Calgary