Tutorial teaching to enable undergraduate students to make meaning with mathematics
Résumé
The poster reports from a study of teaching in one small group tutorial with first year mathematics students in a UK university. The aim was to characterise teaching that was designed to support students' meaning making in mathematics. The research was developmental in that it contributed to the development of the teaching, as well as the tutor's knowledge in teaching. Two researchers , one who was also the tutor, collected and analysed data in the form of recordings of each tutorial and reflections of the tutor. Analysis was grounded in the data and a theoretical construct, the Teaching Triad, was used to support analysis. Findings showed the tutor taking a questioning approach, seeking to probe students' meanings , but needing to prompt frequently due to students very short and tentative responses. The study points to the difficulties in encouraging students to articulate their mathematical understandings.
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