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ERIC Number: EJ1018738
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0228-0671
How Do Students Understand Mathematical Lectures? Note-Taking as Retelling of the Teacher's Story
Andra, Chiara
For the Learning of Mathematics, v33 n2 p18-23 2013
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A