Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers' stories?

The purpose of this article is to consider what methods from ethnopoetics-a field at the intersection of linguistics and anthropology-may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers' narratives and what they suggest regarding their knowledge of mathematics-for-teaching.