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Research project
Conducted at a grade six Swedish classroom, this project deploys narrative inquiry to understand the voices and strategies of students while learning mathematics. Providing an anthorpological perspective to the participation of students, the conduct of narrative inquiry offers a vicarious means with which to access the world in which students are acting. The utilisation of narrative inquiry is also understood as a means with which to empower the understanding that teachers as practitioners adopt in their own teaching. The potential of the narrative as a means with which to bridge the persistent gap between policy, practice and research is also explored.