I analyse the notes of a group of first year engineering students who attended a course in precalculus mathematics. Being interested in verbalisation skills at the beginning of university, I adopt a narrative lens to analyse the notes: I see a lecture as a story being told by the teacher and the students’ notes as re-tellings of the teacher’s story. I focus on the way the students condense the mathematical content in their written notes in two distinct teaching formats: a traditional frontal lesson and the concluding phase of a classroom discussion after a small group activity.

An analysis of freshmen engineering students’ notes during a preparatory mathematics course

chiara andra
2017-01-01

Abstract

I analyse the notes of a group of first year engineering students who attended a course in precalculus mathematics. Being interested in verbalisation skills at the beginning of university, I adopt a narrative lens to analyse the notes: I see a lecture as a story being told by the teacher and the students’ notes as re-tellings of the teacher’s story. I focus on the way the students condense the mathematical content in their written notes in two distinct teaching formats: a traditional frontal lesson and the concluding phase of a classroom discussion after a small group activity.
2017
Proceedings of the Tenth Conference of the European society for Research in Mathematics Education
978-1-873769-73-7
Secondary-to-tertiary education transition, students’ notes, narrative approach
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11311/1063550
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