Using narrative inquiry to explore mathematics curriculum

Abstract

Abstract Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one's understandings of curricula. Introduction A broad interpretation of curriculum to include not only what is taught but also how it is taught or enacted appears to be embedded in both Mathematics in the New Zealand Curriculum (Ministry of Education, 1992), and The New Zealand Curriculum (Ministry of Education, 2007). For example, in The New Zealand Curriculum the achievement objectives for each level are prefaced with the statement, In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: ... This gives a broad outline of how mathematics may be taught in the classroom and is followed by a list of achievement objectives that outline what is to be taught. The what and how of curriculum are intimately linked, and an educator's beliefs and perceptions of what a particular subject area such as mathematics is will influence how they might go about supporting learning in this curriculum area. Narrative inquiry is one way to learn more deeply about one's practice, including beliefs and perceptions, and is regarded as a powerful means by which learners can reflect on and develop their own professional practice (Chambers, 2003; McCormack, 2002; Rushton, 2001). It follows that such inquiry can also be an effective way to reflect on curriculum in the broadest sense. Beattie (1995) makes a particularly strong case for the use of narrative inquiry within educational research, writing, at the heart of meaningful educational reform and change, lie the narratives (p. 66). Recently I engaged in narrative inquiry for a period of approximately 20 months to investigate my professional practice while working with preservice primary teachers in mathematics education. One theme that emerged centred on the use of mathematical investigations as a vehicle for supporting preservice primary teachers to consider what the learning and teaching of mathematics may entail; that is, how the mathematics curriculum might be enacted. As part of this process I personally undertook several mathematical investigations. This combined mathematical and narrative process resulted in significant learning about previously unrecognised beliefs that I held about the nature and learning of mathematics; that is, the what of mathematics. A consequence of this was some changed beliefs and teaching practices; in other words, change in how I envisage mathematics and mathematics education curricula. Narrative inquiry, a form of action research, thus appears to be a way in which educators can become aware of their perceptions about what and how the curriculum can be enacted in their classroom. this article I describe narrative inquiry and then, in order to illustrate the potential of narrative inquiry for education practitioners, I briefly describe my own experiences of how such inquiry supported a deep exploration of mathematics curriculum in the context of preservice primary teacher mathematics education. Narrative inquiry Over the past two decades the practice of reflection has been recognised as a legitimate aspect of action research in education (Adler, 1993; Francis, 1995; Schon, 1983). More recently, narrative inquiry has also become valued (Chambers, 2003; Luwisch, 2001; O'Connell Rust, 1999). …