Equity, Narrative, and Mathematics Education in Qatar

• In Event: Math, Culture, and Language

Abstract

For the most part, mathematics textbooks contain little to no use of storytelling in the curriculum. If a context is provided, it is typically not in the form of a story. The context is often superficial and does not affect and orient the readers’ feelings about the content. In this paper, we describe storytelling as a pedagogical strategy to present a multicultural mathematics curriculum for use in schools in Qatar. We focus on connecting best practices in mathematics instruction with storytelling to cultivate equity. We describe a series of workshops we designed for and held with teachers in the community. Finally, we demonstrate how interpretivism can be used as a research paradigm to analyze perceptions of participating teachers.

Authors

• Sadia Mir, Virginia Commonwealth University - Qatar
  Presenting Author

• Summer Bateiha, Virginia Commonwealth University
  Presenting Author