\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016e.00404}
\itemau{Nardi, Elena}
\itemti{Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education.}
\itemso{Educ. Stud. Math. 92, No. 3, 361-377 (2016).}
\itemab
Summary: Storytelling is an engaging way through which lived experience can be shared and reflected upon, and a tool through which difference, diversity -- and even conflict -- can be acknowledged and elaborated upon. Narrative approaches to research bring the richness and vibrancy of storytelling into how data is collected and interpretations of it shared. In this paper, I demonstrate the potency of the narrative approach of re-storying for a certain type of university mathematics education research (non-deficit, non-prescriptive, context-specific, example-centred and mathematically focused) conducted at the interface of two communities: mathematics education and mathematics. I do so through reference to [{\it E. Nardi}, Amongst mathematicians. Teaching and learning mathematics at university level. New York, NY: Springer (2008; ME 2010c.00054)], a study carried out in collaboration with 20 university mathematicians from six UK mathematics departments. The study deployed re-storying to present data and analyses in the form of a dialogue between two fictional, yet entirely data-grounded, characters -- M, mathematician, and RME, researcher in mathematics education. In the dialogues, the typically conflicting epistemologies -- and mutual perceptions of such epistemologies -- of the two communities come to the fore as do the feasibility-of, benefits-from, obstacles-in and conditions-for collaboration between these communities. First, I outline the use of narrative approaches in mathematics education research. Then, I introduce the study and its use of re-storying, illustrating this with an example: the construction of a dialogue from interview data in which the participating mathematicians discuss the potentialities and pitfalls of visualisation in university mathematics teaching. I conclude by outlining re-storying as a vehicle for community rapprochement achieved through generating and sharing research findings -- the substance of research -- in forms that reflect the fundamental principles and aims that underpin this research. My conclusions resonate with sociocultural constructs that view mathematics teacher education as contemporary praxis and the aforementioned inter-community discussion as taking place within a third space.
\itemrv{~}
\itemcc{D45 D35 D20}
\itemut{narrative inquiry; re-storying; dialogic format; mathematicians; university mathematics education}
\itemli{doi:10.1007/s10649-015-9643-x}
\end