Probing interactions in exploratory teaching: a case study
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Xiaoheng Yan [1] ; John Mason [2]
;
Gila Hanna
[1]
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[1] University of Toronto
University of Toronto
Canadá
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[2] University of Oxford
University of Oxford
Oxford District, Reino Unido
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 2, 2019, págs. 244-259
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study investigates an exploratory teaching style used in an undergraduate geometry course to help students identify an ellipse.
We attempt to probe beneath the surface of exploration to understand how the actions of teachers can contribute to developing students’ competence in justifying an ellipse. We analyse the complex interactions between student, content, and teacher, and discuss explicit pedagogical strategies that help students develop a higher level of geometric reasoning. The findings indicate that students engaged in guided explorations by the teacher and in group discussions with peers were able to identify an ellipse and justify their reasoning.
