TEACHING SECONDARY SCHOOL MATHEMATICS THROUGH STORYTELLING by Chandra Balakrishnan B.A., Simon Fraser University 2000 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE In the Faculty of Education © Chandra Balakrishnan 2008 SIMON FRASER UNIVERSITY Spring 2008 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. SIMON FRASER UNIVERSITY PARTIAL COPYRIGHT LICENCE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. 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Bennett Library Simon Fraser University Burnaby, BC, Canada APPROVAL Name: Chandra Balakrishnan Degree: Master of Science Title of Thesis: Teaching Secondary School Mathematics Through Storytelling Examining Committee: Chair: Title and Name [Assistant/Associate] Professor of/Department of ___________________________________________ Title and Name Senior Supervisor [Associate/Assistant] Professor of/Department of ???? ___________________________________________ Title and Name Supervisor [Associate/Assistant] Professor of/Department of ??? ___________________________________________ Title and Name [Internal/External] Examiner [Associate/Assistant] Professor of/Department of??? University (if other than SFU) Date Defended/Approved: ___________________________________________ ii ABSTRACT It has long been understood that stories can be used to teach elementary and middle school students mathematical ideas. The objective of this research was to examine how stories can be used to teach mathematics at the secondary level. iii DEDICATION For my father and mother, Perumal and Gowry Balakrishnan. Everything I am is a result of the sacrifices you made and the unfailing love you surrounded me with. I am blessed beyond measure to have you for my parents. You made me feel like I can accomplish anything. For my children, Sage, MacKenzie, and Elle. Thank you for inspiring me with your stories, your brilliance, and your wonderful senses of humour. Thank you for your love, patience, and understanding. You are the loves of my life and all of this was for you. For my brothers and sister, Roger, Desi, and Anita. Thank you for being there for me when I really needed it. iv ACKNOWLEDGEMENTS I would like to thank Peter Liljedahl for his patience and guidance through this entire process. Not only was the research that he and Dr. Zazkis conducted a cornerstone for this thesis, but he always knew just what to say to keep me focused. I could not have asked for a better advisor and mentor. I would like to thank Rina Zazkis for helping me see the learning of mathematics in creative new ways and for always taking the time out of her busy schedule to talk to me about my research. I would like to thank Henry Fair, Henry Bugler, and Elva McManus for believing in me and encouraging me to go back to school and pursue my academic dreams. I would like to thank Brent Start, Doug Cariou, Carson and Nicole Power, Brian Patel, Janet Laluc, Karen Blom, Aaron McKimmon, Sacha and Janet Page, and Mike and Tisha Wade for their support and for being there for me through difficult times. v TABLE OF CONTENTS Approval ............................................................................................................................ ii Abstract ............................................................................................................................. iii Dedication ......................................................................................................................... iv Acknowledgements ............................................................................................................v Table of Contents ............................................................................................................. vi List of Figures ................................................................................................................... xi List of Tables ................................................................................................................... xii 1 Introduction ................................................................................................................13 2 Story and the Imagination ........................................................................................19 2.1 Imagination and Mathematics ...............................................................................19 2.2 Imagination and Emotions ....................................................................................20 2.3 Story as a Cognitive Tool ......................................................................................21 2.4 Story and Culture ..................................................................................................21 2.5 Story and Emotion .................................................................................................22 2.6 Story and Meaning ................................................................................................23 2.7 Story and Individuals ............................................................................................24 2.8 Story and Children ................................................................................................25 3 The Role of Story in the Learning of Mathematics ................................................26 3.1 Renewed Interest in Stories ...................................................................................26 3.2 Stories to Ask a Question ......................................................................................28 3.2.1 Instructional Implications ...............................................................................30 3.3 Stories to Accompany a Topic ..............................................................................31