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Autor/inn/en | Marmur, Ofer; Koichu, Boris |
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Titel | Between Expert and Student Perspectives: On the Intersection of Affect and Heuristic-Didactic Discourse in the Undergraduate Classroom |
Quelle | In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 1, S.115-144 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Marmur, Ofer) ORCID (Koichu, Boris) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-6065 |
DOI | 10.1080/10986065.2021.1940432 |
Schlagwörter | Heuristics; Discourse Analysis; Recall (Psychology); Correlation; Teaching Methods; Learning Processes; Student Attitudes; Mathematics Instruction; Learning Experience; Problem Solving; Affective Behavior; Cognitive Processes; Emotional Response; Lecture Method; Computer Science Education; Engineering Education; Undergraduate Students Heuristik; Diskursanalyse; Abberufung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Lernerfahrung; Problemlösen; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Computer science lessons; Informatikunterricht; Ingenieurausbildung |
Abstract | This paper explores student emotion and learning experiences fostered by lecturing-style instruction in Real-Analysis problem-centered lessons. We focus on two lessons that were taught by two reputable instructors and involved challenging, mathematically-related problems the students did not understand. Nonetheless, one lesson evoked negative emotional reactions, while the other positive emotional reactions -- a phenomenon we aimed at explaining. The main data comprise the filmed lessons and subsequent stimulated-recall interviews with nine students. The analysis draws on conceptual tools from three perspectives: mathematical discourse, variation theory, and a recently developed construct of "key memorable events" (KMEs) that offers an affective-cognitive lens for investigating the interrelation between teaching and learning. The findings indicate that the positively-perceived lesson contained instances of what we call "heuristic-didactic discourse": a meta-level discourse that presents heuristics monitored from an expert's perspective, yet derived from a student's perspective. Implications for research and practice are drawn. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |