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Sensitivity and challenge in university mathematics tutorial teaching

journal contribution
posted on 09.07.2015 by Barbara Jaworski
Data from observations of first year university mathematics tutorials were analyzed to elicit characteristics of teaching using a tool, the teaching triad, developed in earlier research. Analysis explored elements of `sensitivity to students' and `mathematical challenge' in the observed teaching. Initial analyses suggested teaching to consist mainly of tutor exposition and closed questions embodying little challenge for the student. More finely grained analyses provided insights into pedagogic processes relating teaching actions, processes and strategies and their learning outcomes, and providing alternative perspectives on sensitivity and challenge. The research, distinctively, shows approaches to analyzing teaching that start to address tutor-student interactions related to cognitive construction of mathematics (here abstract algebra) by undergraduates within the social dimensions of the tutorial setting.
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Funding

This research was supported by a grant from the Economic and Social Research Council (ESRC), R0000222688

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Studies in Mathematics

Volume

51

Issue

1-2

Pages

71 - 94

Citation

JAWORSKI, B., 2003. Sensitivity and challenge in university mathematics tutorial teaching. Educational Studies in Mathematics, 51 (1-2), pp. 71 - 94.

Publisher

Springer / © Kluwer Academic Publishers

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2003

Notes

This paper is closed access. The definitive version is available at: http://dx.doi.org/10.1023/A:1022491404298

ISSN

1573-0816

Language

en

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