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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/18208

Title: Sensitivity and challenge in university mathematics tutorial teaching
Authors: Jaworski, Barbara
Issue Date: 2003
Publisher: Springer / © Kluwer Academic Publishers
Citation: JAWORSKI, B., 2003. Sensitivity and challenge in university mathematics tutorial teaching. Educational Studies in Mathematics, 51 (1-2), pp. 71 - 94.
Abstract: 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.
Description: This paper is closed access. The definitive version is available at: http://dx.doi.org/10.1023/A:1022491404298
Sponsor: This research was supported by a grant from the Economic and Social Research Council (ESRC), R0000222688
Version: Published
DOI: 10.1023/A:1022491404298
URI: https://dspace.lboro.ac.uk/2134/18208
Publisher Link: http://dx.doi.org/10.1023/A:1022491404298
ISSN: 1573-0816
Appears in Collections:Closed Access (Mathematics Education Centre)

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