Chorus, colour, and contrariness in school mathematics

Abstract

Using distinctions offered by the cultural and literary critic Roland Barthes with respect to literary works, this paper considers alternative forms of mathematical texts--which are characteristically linear and monotonous--that may support and evoke narrative thinking and learning in the mathematics classroom. In particular, it explores the possibility and desirability of students using expressive technologies (both on-line and desktop software) to become producers or writers of their own mathematical texts.