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.