Qualitative Analysis of the Relationship Between Teachers and Students`not-Knowing in the Process of Solving Reasoning Tasks

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Published: 15.12.2019
UDC 37
DOI: https://doi.org/10.26907/1562-5419-2019-22-6-749-758
Issue
Vol. 22 No. 6 (2019): Тематический выпуск «Математическое образование в школе и вузе». Часть 2

Main Article Content

Kevin Fierro
University of Texas at El Paso, El Paso
Mourat Tchoshanov
University of Texas at El Paso, El Paso
Gulshat Shakirova
Kazan Federal University, Kazan

Abstract

Mason and Spence’s (1999) work demonstrate a detailed view into the concept of knowing. Although they highlight the importance of not-knowing as a first step, it is a topic that is not well researched. This study aims at expanding that research, by analyzing not-knowing expressions from teacher to student and possible connections to be found. During a course of geometric reasoning student teachers were asked to reason with a tangram while simultaneously recording their expressions of not-knowing and reflecting on it periodically. Student teachers were then tasked to teach this lesson to their students, who would also reflect and express their forms of not-knowing. Findings presented no real link between teacher-student expressions of not-knowing, but two major conclusions were made. Individuals altogether struggle conveying their not-knowing clearly and when they did express it, these expressions leaned heavily on not-knowing-that and not-knowing-how forms. A discussion follows to interpret said findings. A conclusion is made detailing key points in the study and what comes next for the concept of not-knowing.

Article Details

Author Biographies

Kevin Fierro

University of Texas at El Paso, El Paso.

Mourat Tchoshanov

Ph.D., Professor of Mathematic Education, UTEP Distinguished Teaching Professor, Department of Teacher Education/ STEM Division, The University of Texas at El Paso, USA

Gulshat Shakirova

PhD in Psychology, Associate Professor, Director of Master's Degree Program “Psychology of innovative education and development of gifted children”, Member of Russian Psychological Society, Department of Educational Psychology, Institute of Psychology and Education, Kazan Federal University, Kazan.


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