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 |
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| container_title | For the learning of mathematics |
| container_volume | 33 |
| creator | Andra, Chiara |
| description | 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. |
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| ispartof | For the learning of mathematics, 2013, Vol.33 (2), p.18-23 |
| issn | 0228-0671 |
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| source | Jstor Complete Legacy; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Alma/SFX Local Collection; JSTOR Mathematics & Statistics |
| subjects | 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 |
| title | HOW DO STUDENTS UNDERSTAND MATHEMATICAL LECTURES? NOTE-TAKING AS RETELLING OF THE TEACHER'S STORY |
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