Donald Trump understood the power of narrative: Clinton was the villain of his story, he was the hero; the hero of the story was going to restore order to th...
L. Crowley, M. Thomas, and D. Tall. Proceedings of the 18th International Conference for the Psychology of Mathematics Education (PME), II, page 240--247. Lisbon, Portugal, (1994)
E. Forster. Harcourt, San Diego, (1927)"The king died and then the queen died" is a story. "The king died, and then the queen died of grief" is a plot, page 84.
C. Sackur, T. Assude, and M. Maurel. European Research in Mathematics Education I.I + I.II Proceedings of the First Conference of the European Society for Research in Mathematics Education, 1 & 2, Osnabrueck, Forschungsinstitut fuer Mathematikdidaktik, (1999)
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).