Why Sketchnotes? Sketchnotes may improve access to tools, ideas, and resources in visual-verbal means that support engagement. This 2 minute video elaborates the relevance of sketchnotes for linking research and practice in mathematics education.
Additional Resources on “Why Sketchnotes?”
Fonger, N. L. (2019). Sketchnotes: A Communication Tool to Strengthen Research and Practice Links. Presented at the National Council of Teachers of Mathematics Research Conference. San Diego, CA. #NCTMRC2019
PDF of Research Presentation: Fonger_Sketchnotes_NCTM_RC_2019
How to sketchnote? Interested in creating visuals of research and practice? Check out this post on Sketchnotes 101 for how to get started!
Sketching to Learn. I’ve recently been inspired to create sketchnotes whenever possible. They offer a creative and expressive outlet that words alone cannot capture. I create them as a way to focus, a form of moving meditation while observing, reading, listening, watching, and making sense of ideas. I hope you enjoy viewing them as much as I enjoyed creating them.
Here is a sample collection of Sketchnotes I created to capture themes expressed in a recent conference (PME-NA 40, November 2018). They focus on student experience, equity in mathematics education, the nature of mathematics, and student identity.
Sketching Supports Writing. In one recent post I explored Keys to Playing the Publishing Game. This piece helped ground and orient my thinking on revising a manuscript.
Sketchnotes Support Engagement with Complex Ideas. I also create sketchnotes at conference presentations as a way to engage with complex ideas in an accesssible way. For another example, see my post on Student Thinking as a Source of Insight in which I elaborate the following sketch:
Here are a few other recent Sketches I created while participating at the Research in Undergraduate Mathematics Education (RUME) 2018 conference in San Diego: