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.
How do students understand mathematical lectures? Note-taking as a retelling of the teacher's story
ANDRA', CHIARA
2013-01-01
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.File in questo prodotto:
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