Show simple item record

dc.creatorWeinberg, Aaron
dc.creatorWiesner, Emilie
dc.creatorFukawa-Connelly, Timothy
dc.date.accessioned2021-04-02T18:25:23Z
dc.date.available2021-04-02T18:25:23Z
dc.date.issued2013-12-20
dc.identifier.citationWeinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2014). Students sense-making frames in mathematics lectures. The Journal of Mathematical Behavior, 33, 168-179. https://doi.org/10.1016/j.jmathb.2013.11.005
dc.identifier.issn0732-3123
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/6279
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6297
dc.description.abstractThe goal of this study is to describe the various ways students make sense of mathematics lectures. Here, sense-making refers to a process by which people construct personal meanings for phenomena they experience. This study introduces the idea of a sense-making frame and describes three different types of frames: content-, communication-, and situating-oriented. We found that students in an abstract algebra class regularly engaged in sense-making during lectures on equivalence relations, and this sense-making influenced their note-taking practices. We discuss the relationship between the choice of frame, the students’ sense-making practices, and the potential missed opportunities for learning from the lecture. These results show the importance of understanding the ways students make sense of aspects of mathematics lectures and how their sense-making practices influence what they might learn from the lecture.
dc.format.extent7 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartJournal of Mathematical Behavior, Vol. 33, March 2014
dc.relation.isreferencedbyElsevier
dc.rightsAll Rights Reserved
dc.titleStudents’ sense-making frames in mathematics lectures
dc.typeText
dc.type.genrePre-print
dc.description.departmentTeaching and Learning
dc.relation.doihttps://doi.org/10.1016/j.jmathb.2013.11.005
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.temple.creatorFukawa-Connelly, Timothy
refterms.dateFOA2021-04-02T18:25:23Z


Files in this item

Thumbnail
Name:
FukawaConnelly-PrePrint-2013-12.pdf
Size:
158.2Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record