How do students understand mathematical lectures? Note-taking as retelling of the teacher's story

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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.
Lingua originaleInglese
pagine (da-a)18-23
Numero di pagine6
RivistaFor the Learning of Mathematics
Volume33
Numero di pubblicazione2
Stato di pubblicazionePubblicato - 2013

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