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Technology, Knowledge and Learning

Erschienen in:

01.04.2012

Fostering Hooks and Shifts: Tutorial Tactics for Guided Mathematical Discovery

verfasst von: Dor Abrahamson, Jose Gutiérrez, Timothy Charoenying, Andrea Negrete, Engin Bumbacher

Erschienen in: Technology, Knowledge and Learning | Ausgabe 1-2/2012

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Abstract

How do instructors guide students to discover mathematical content? Are current explanatory models of pedagogical practice suitable to capture pragmatic essentials of discovery-based instruction? We examined videographed data from the implementation of a natural user interface design for proportions, so as to determine one constructivist tutor’s methodology for fostering expert visualization of learning materials. Our analysis applied professional-perception cognitive–anthropological frameworks. However, several types of tutorial tactics we observed appeared to “fall between the cracks” of these frameworks, due to the discovery-based, physical, and semantically complex nature of our design. We tabulate and exemplify an expanded framework that accommodates the observed tactics. The study complements our earlier focus on students’ agency in discovery (in Abrahamson et al., Technol Knowl Learn 16(1):55–85, 2011) by offering an empirically validated resource for researchers, instructors, and professional developers interested in preparing future teaching for future technology.

Vorheriger Artikel Effects of Feedback in an Online Algebra Intervention

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Titel: Fostering Hooks and Shifts: Tutorial Tactics for Guided Mathematical Discovery
verfasst von: Dor Abrahamson
Jose Gutiérrez
Timothy Charoenying
Andrea Negrete
Engin Bumbacher
Publikationsdatum: 01.04.2012
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 1-2/2012
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-012-9192-7

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