A.

Title of the Study

The plot thickens: The aesthetic dimensions of a captivating mathematics lesson

Richman, A. S., Dietiker, L., & Riling, M. (2018). The plot thickens: The aesthetic
dimensions of a captivating mathematics lesson. The Journal of Mathematical
Behavior, 100671. Retrieved from
https://www.academia.edu/57919725/The_plot_thickens_The_aesthetic_dimensi
ons_of_a_captivating_mathematics_lesson

B. Review of the title

The title of the research contains the significant of the study which is unfolding
mathematical content to captivates students’ productive engagement. We agreed
that the title was appropriate and sufficient. In addition, the title pointed out the
constructs that it revolves around the aesthetic dimensions of a captivating
mathematics lesson including its mathematical plot. We do not think that the title
needs improvement because it is already well constructed as a title for research.

C. ‌Review of the Introduction

The introduction started with the teacher posting a simple but catchy problem which
is new for the students that makes them captivated and excited to engage in finding out
the solution in the said given problem and due to the engagement happens, it can be an
important factor in student productive learning. Seemingly, it provides and creates a
striking effect for the student emotional response and appears that they were intrigued,
determined and not deterred to engage the problem.
 Moreover, the researchers provide a concept that pertains to the aesthetic aspects
or dimension of the lesson and explains how the students' excitement and intensity
when confronting the problems, they were given was an outcome of a series of events,
much like how the impact of a plot twist in a book depends on the anticipations the story
arranges. The researchers also claimed that in order to analyze the aesthetic aspects or
dimensions of the lesson, we must conceptualize the lesson as an art—a manifestation
of the coordinated efforts of teacher and students, with both planned and impromptu
elements that can be appreciated as one for their aesthetic dimensions (Dewey, 1934;
Wong, 2007). As a result, this study adheres to the traditional literary analysis by
examining the aesthetic components of a finished performance such as in a story.

The purpose of the study is to seek an analysis by understanding the aesthetic

dimensions of a captivating mathematic lessons towards students specifically, in 6th
grade classroom. The research wants to create a method that successfully interpret
unfolding mathematical content into mathematical story using a narrative framework.

The rationale of the study is to provide more information on this kind of specific
performance while also generating a tool for the exploration of other aesthetically
effective lessons that derive student’s capacity from the unfolding mathematics. And
using this method, we get to the conclusion that discovering the features of how
straightforward mathematical content, even when devoid of context such as adding
appealing graphics or relevant contexts (e.g., Durik & Harackiewicz, 2007), may
captivate and motivate students, like this, offers new insight into knowledge acquisition
as well as student attitudes toward mathematics.

D. Review of Related Literature

In the review of related literature, the researchers direct the focus of the study into
the emerging of mathematical content specifically, its temporal structure and substance.
It is mentioned that to make sense of how the mathematical content within the enacted
lesson unfolds is to frame it as a narrative. Good literary stories make sense because
the events are chosen and sequenced so that it is possible to see the connections
between them (Egan, 1988; Gadanidis & Hoogland, 2003; Zazkis & Liljedahl, 2009).
Similarly, carefully-sequenced parts of a mathematics lesson, whether in a textbook or
within a classroom, can allow a student to recognize how the parts of the lesson are
interconnected and draw pleasure through sense-making (Gadanidis & Hoogland,
2003). In addition, narrative principles have also been used to support the
conceptualization of mathematical experiences, such as mathematics lessons.

These were some of the most relevant literatures in the study that have direct impact
on the study:

Study shows that a story raises mysteries (Barthes, 1974), revealing enough
information to enable a reader to recognize there is something they do not know. This
can motivate a reader to ask questions of the story (i.e., to open questions) and seeks
clues and information to answer the questions (i.e., to close questions) (Nodelman &
Reimer, 2003).

Studies indicate the key elements of literary stories (i.e., characters, action, and setting)
can be mapped to their corresponding aspects within an enacted mathematics lesson
(Dietiker, 2015, 2016)

Studies, however, indicate a mathematical plot involves “the aesthetic response of a

reader as he or she experiences a mathematical story, perceives its structure (and thus,
looks for order, finds patterns, senses rhythm, etc.), and anticipates what is ahead (by
wondering, imagining, asking questions)” (Dietiker, 2015, p. 298)

The researchers found out that the ability to anticipate where a story is headed enables
a reader to prepare for what he or she “might see,” leading to the generation of
questions resulting from curiosity and wonder (Wong, 2007).

There is theoretical framework that is provided in the study, the researchers were
able to explain how a reader comes to know the truths in a story using the narrative
theory of Bal (1986,2009). According to Bal, the story enables a reader to come to know
truth, but also may mislead a reader. The researchers develop a theoretical framework
which characterizes the enacted mathematical story as a sequence of mathematics
events that unfold over time connecting a beginning with an ending. They gave
emphasis that this narrative framework focuses on mathematical story plot. They
characterized the mathematical plot into three such as density, coherence and rhythm.
Mathematical plot becomes denser when a reader is pursuing an increasing number of
questions. On the other hand, story coherence is the extent to which the events and
mathematical ideas of the mathematical story (i.e., a lesson) are connected to each
other for a reader (Stigler & Hiebert, 1999). Lastly, the third characteristic of a
mathematical plot is the pattern created by the opening and closing of questions over
the course of the story.