3. THE PROGRAMME DESIGN
3.3. Orchestrating the programme
The programme commences through a mapping of the complexity of the affective relationship with mathematics, which we conceptualise as a dynamic affective system (Pepin & Roesken-Winter, 2015). This includes an idiosyncratic, self-referential aspect (which is obtained through digital storytelling) and an affective positioning in an intersubjectively constructed space (as mapped and pinpointed through a battery of questionnaires). The digital story creation phase is accompanied with their keeping reflective diaries. Individual and collective reflections (Jay & Johnson, 2002; Nissilä, 2005) are at the crux of the programme. The creation, sharing and reflection upon the digital stories is considered to work as the connective tissue that will eventually help in building a community of shared lived experience and teaching practice: by sharing affective relationships with mathematics, by sharing experiences with digital storytelling creating, by establishing teaching mathematics as a shared issues.
We start from the first-year pre-service teachers and on the second year of the programme we work at the same time with the first-year student-teachers and the second-year student- teachers etc. At the third and fourth year (which usually involves some time in practicum), in-service teachers are invited to join and share their experiences and expertise. Hence, the programme is designed to build a community that transcends the temporal present to obtain an intentionality coherence, thus breaking the artificially imposed pre-service and in-service divide.
At the same time, as the teachers progress through the various stages of the programme, digital storytelling is established as a sociocultural tool to deal with one’s negative relationship with mathematics, as well as a tool that may be employed in future teaching.
4. CONCLUDING REMARKS
We conducted a pilot study of aspects of the programme. Postgraduate students (including pre-school teacher, primary school teachers, and secondary school science and mathematics teachers, in-service or pre-service) participated in the study. They were asked to create a digital story to communicate their lived relationship with mathematics through specific personal experiences.
The results of the conducted analysis seem to support the suitability of the approach. The multimodal digital storytelling environment revealed silenced verbal/non-verbal affective realities by a) confirming and/or expanded findings from the literature (for example, the diverse role of the mother and the father in their engagement with their children’s learning mathematics; see, for example, Kafoussi, Chaviaris, & Moutsios-Rentzos, 2020; Moutsios-Rentzos, Chaviaris, & Kafoussi, 2015), and b) revealed unreported aspects (for example, about the role of siblings and other family members, including grandparents, uncles/aunts).
Moreover, it was found that the learner’s difficult relationship with mathematics violently re-appears in the lived reality of pre-service/in-service teachers, from a radically transformed intentional relationship: their now being the teacher. Such a re-appearance requires complex cognitive and affective transformations (as a learner and as a teacher).
a creative, safe, engaging and inclusive reflective environment, revealing a plethora of realities and negative experiences (even in apparently mathematics successful storytellers). In the 1998 movie Great expectations Finn notes that: “I’m not going to tell you the story the way it happened. I’m going to tell it the way I remember it”. In our approach, we attempt to facilitate the teachers sharing their stories about their affective relationship with mathematics, through the way they remember it, in order to reveal the way they live it in their everyday lived present.
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