HOW DO STUDENTS UNDERSTAND MATHEMATICAL LECTURES? NOTE-TAKING AS RETELLING OF THE TEACHER'S STORY

HOW DO STUDENTS UNDERSTAND MATHEMATICAL LECTURES? NOTE-TAKING AS RETELLING OF THE TEACHER'S STORY

Starting from an interest in the teachers' use of diagrams and gestures during a traditional front lesson at tertiary level, this research takes a narratologic perspective to see a mathematical lesson as a story, and hence the students' notes as re-tellings of a mathematical story. The fir...

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Veröffentlicht in:For the learning of mathematics 2013, Vol.33 (2), p.18-23
1. Verfasser: Andra, Chiara
Format: Artikel
Sprache:eng
Schlagworte:
Chalkboards
College Mathematics
Gestures
Lecture Method
Lectures
Literary characters
Mathematics
Mathematics education
Mathematics Instruction
Mathematics teachers
Narrative plot
Narratives
Nonverbal Communication
Notetaking
Teachers
Teaching Methods
Visual Aids
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Zusammenfassung:Starting from an interest in the teachers' use of diagrams and gestures during a traditional front lesson at tertiary level, this research takes a narratologic perspective to see a mathematical lesson as a story, and hence the students' notes as re-tellings of a mathematical story. The first minutes of a traditional mathematics lecture and some students' notes are analyzed, focusing on the components that emerge (or that remain hidden) from both the teacher's story and the students' stories.
ISSN:0228-0671