Between Expert and Student Perspectives: On the Intersection of Affect and Heuristic-Didactic Discourse in the Undergraduate Classroom

Autor/inn/en	Marmur, Ofer; Koichu, Boris
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01