Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ofer Marmur, B. Koichu
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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.
在专家和学生的观点之间:关于本科课堂中情感和启发式教学话语的交集
摘要:本文探讨了在以问题为中心的真实分析课程中,讲授式教学培养学生的情感和学习体验。我们重点介绍了两门课,这两门课由两位声誉良好的老师教授,涉及学生不理解的具有挑战性的数学相关问题。尽管如此,一节课引发了消极的情绪反应,而另一节课则引发了积极的情绪反应——我们旨在解释这一现象。主要数据包括拍摄的课程和随后对九名学生的刺激回忆访谈。该分析从三个角度借鉴了概念工具:数学话语、变异理论和最近开发的关键记忆事件结构(KME),为研究教学之间的相互关系提供了情感认知视角。研究结果表明,积极感知的课程包含了我们所说的启发式教学话语的例子:一种元层次的话语,它呈现了从专家的角度监控的启发式,但又是从学生的角度派生的。得出了对研究和实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Mathematical Thinking and Learning
Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
6.20%
发文量
18
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