Writing 5 : Summary of Journal 10

Based on journal that i have read is focused on narrative inquiry in mathematics education. As mentioned before that narrative inquiry was first used in educational research by Clandinin and Connelly. Narrative inquiry has developed in many disclipines and still developing in many fields, this is because narrative inquiry has passed long history as Connelly and Clandinin (1990) stated that narrative inquiry has long intelectual history both in and out of education; it is increasingly used in studies of educational experience. From the literature shows that some of narrative research studies have done in specific disciplines of education. There are two kinds of narrative inquiry: 1). Analysis of narratives that corresponds to paradigmatic reasoning, 2). Narrative analysis that corresponds to narrative cognition and both of them are used by Bruner (1986). Refer to narrative as way of thinking about experience and methodology, there are two folded nature of narrative called phenomenon “story” and inquiry “narrative”. Narrative inquiry has been used in many aspects, according to Elliott (2005) proposed there are three key features of narrative: narratives are chronological, they are meaningful, they are produced for a specific audience. When talking narrative inquiry, narrative not just tell about what happened but also express emotions, interpretations, and thoughts. Validity in narrative inquiry is important in narrative research. According to Polkinghorne (2007) there are three main components of validity: 1). Validation of narrative research claims, 2). Validation of the assembled narrative text, 3). Validation of the interpretations of narrative text. Talking about narrative identity according to Hinchman and Hinchman (2001) suggested identity as something that emerges in and through narrative. It means that identity are created through narrative we create and tell our lives. According to Kaasila (2007) person’s mathematical identity becomes part of his or her narrative identity. It means someone can maniffest his or her mathematical identity when telling story about his or her relationship to mathematics. In mathematic education, narratives can be used in many ways, another possibility is using narrative inquiry as pedagogical tool and for purposes of proffesional development of preservice teacher.

In the end, i can conclude that narrative inquiry has been through long history and  influences in many disciplines. Narrative inquiry has been used in many fields and has developed in many aspects, narrative inquiry is useful in research to help researchers as well as in education that gives positive impact in it. moreover, the creation of narrative identity does not miss from narrative.

Reference:

Lutovac, S. , Kaasila, R. (2014). How to apply the process of emplotment using the narrative approach in mathematics education. Pedagoska Obzorja. 29, 92-109.