Applied mathematics through an embodied storytelling lens

In this research, I investigated how an applied mathematics professor and her students organized and presented information that aligns with elements found in traditional storytelling. The participants of this study were involved in an applied mathematics laboratory that researched applications of inverse problems and met once a week to discuss the progress they had made with their respective contributions to the lab. I also investigated how the participants communicated information through an embodied lens. Using my originally constructed storytelling framework, along with the embodied cognition framework of Nathan (2021), I analyzed audio- and video-recordings of the laboratory meetings. My findings suggest that the participants of the laboratory organically organized and presented information that aligned with traditional storytelling elements. Furthermore, my findings also suggest that the participants utilized embodiment to communicate the applied mathematical content within each storytelling element. I conclude by offering the potential research and teaching applications of this work, along with potential future research endeavors inspired by this study.

Name thesis:degree_name

Master of Science (M.S.)

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Mathematics

Grantor dc:publisher

Colorado State University. Libraries

Year dc:date.issued

2025

Authors dc:creator

• Stephens, Tyler, author
• Soto, Hortensia, advisor
• Mueller, Jennifer, committee member
• Most, David, committee member

Statement dc:rights

• Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.

Language dc:language.iso

eng, English

Identifier URI

https://doi.org/10.25675/3.02402

OAI identifier oai:identifier

oai:mountainscholar.org:10217/240941