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Sensitivity and challenge in university mathematics tutorial teaching
journal contribution
posted on 2015-07-09, 14:12 authored by Barbara JaworskiData 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.
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 MathematicsVolume
51Issue
1-2Pages
71 - 94Citation
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 PublishersVersion
- 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
2003Notes
This paper is closed access. The definitive version is available at: http://dx.doi.org/10.1023/A:1022491404298ISSN
1573-0816Publisher version
Language
- en
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