How Do Students Understand Mathematical Lectures? Note-Taking as Retelling of the Teacher's Story

Autor/in	Andra, Chiara
Titel	How Do Students Understand Mathematical Lectures? Note-Taking as Retelling of the Teacher's Story
Quelle	In: For the Learning of Mathematics, 33 (2013) 2, S. 18-23Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Forschungsbericht; Mathematics Instruction; Teaching Methods; College Mathematics; Lecture Method; Notetaking; Nonverbal Communication; Visual Aids + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial
Abstract	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. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10