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 originale | Inglese |
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pagine (da-a) | 18-23 |
Numero di pagine | 6 |
Rivista | For the Learning of Mathematics |
Volume | 33 |
Numero di pubblicazione | 2 |
Stato di pubblicazione | Pubblicato - 2013 |