Eisner (2002) proposes that educational challenges can be met by applying an artful lens. In this article, I draw from Eisner's proposal to consider the assumptions, values, and vision of mathematics education by theorizing mathematics curriculum as an art form specifically, I argue that by conceptualizing mathematics curriculum (both in written and enacted forms) as stories, the mathematical lessons experienced by students can be artfully crafted to inspire wonder or grab attention through surprise. An example of a mathematical story from a Grade 7 mathematics textbook is presented and discussed. By framing mathematical content in narrative terms, I seek to enable a rewriting of mathematical expeneces for learners.
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Leslie Dietiker (2015) studied this question.
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