{"title":"Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom","authors":"Ofer Marmur, B. Koichu","doi":"10.1080/10986065.2021.1940432","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":"25 1","pages":"115 - 144"},"PeriodicalIF":2.0000,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematical Thinking and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10986065.2021.1940432","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
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.