I create and shares sketchnotes – a textual-visual form of communication – as a mechanism to push the boundaries of what is possible in current, textually dense publication practices.
Sketchnotes are a Visual Communication Mechanism to Strengthen Research-Practice Links
I believe researchers and practitioners share a multitude of currencies, such as questions and contexts, and can create partnerships to exchange and co-create resources to address shared visions.
Sketchnotes communicate with diverse audiences, and entice engagement with innovative ideas
My portfolio showcases various recent projects I’ve created to visually translate ideas in the field of mathematics education into sketchnotes – visual/textual syntheses of ideas. This collection includes examples from my work (e.g., on networking), of ideas in the field (e.g., on student centered teaching) and of others’ work presented at at recent conferences (e.g., AMTE 2020) or books and articles I’ve read on Culturally Responsive Education.
Partnerships are Key Mechanisms for Linking Research and Practice
Sketchnotes on Student Centered Math Teaching
A Lens on Effective Mathematics Instruction
Networking Quantitative Reasoning and Representational Fluency
These sketchnotes capture a summary of our research talk given at PME-NA 41 in St. Louis, November 2019. Please cite the images as “Fonger, N. L., & Altindis, N. A. (2019). Meaningful Mathematics: Sketchnotes. Published on nicolefonger.com”
Why Sketchnotes in Math Ed?
Sketchnotes from AMTE 2020 – the Association of Mathematics Teacher Educators.
A few highlights include Dr. Gomez’ provocation of “who is worth listening to?” in a reflection that compelled the audience to take action, and Dr. Jett’s articulation of the importance of reframing the narrative to “black children are brilliant.” Test