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ERIC Number: EJ1170542
Record Type: Journal
Publication Date: 2018-Feb
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
Instruction, Repetition, Discovery: Restoring the Historical Educational Role of Practice
Trninic, Dragan
Instructional Science: An International Journal of the Learning Sciences, v46 n1 p133-153 Feb 2018
This conceptual paper considers what it would mean to take seriously Freudenthal's suggestion that mathematics should be taught like swimming. The general claim being made is that "direct instruction" and "discovery" are not opposite but complementary, linked by repetitive yet explorative practice. This claim is elaborated through an empirical case of martial arts instruction. That repetitive practice can nonetheless be a fountainhead of discovery is explained using Bernstein's notion of repetition-without-repetition. Finally, we attend to parallels in canonical mathematics practice. Implications are discussed, with a focus on reconceptualizing direct instruction, repetition, and discovery as complementary and synergistic.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A