Teacher Challenges in Articulating Not Knowing While Solving Geometric Reasoning Tasks

Kevin Fierro; Mourat Tchoshanov; Gulshat Shakirova

doi:10.3897/ap.1.e0132

ARPHA Proceedings 1: 219-233, doi: 10.3897/ap.1.e0132

Teacher Challenges in Articulating Not Knowing While Solving Geometric Reasoning Tasks

Kevin Fierro, Mourat Tchoshanov, Gulshat Shakirova

Corresponding author: Kevin Fierro ( kfierro2@utep.edu )

This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Citation: Fierro K, Tchoshanov M, Shakirova G (2019) Teacher Challenges in Articulating Not Knowing While Solving Geometric Reasoning Tasks. In: Valeeva R (Ed) V International Forum on Teacher Education, Kazan Federal University, Russia. 29-31 May 2019. ARPHA Proceedings 1: 219-233. https://doi.org/10.3897/ap.1.e0132

Abstract

Not-knowing is an underexplored concept defined by an individual’s ability to be aware of what they do not know as a means to plan and more effectively face complex situations (Mason & Spence, 1999). This qualitative study focuses on analyzing students’ (n=10) ability to express their "not-knowing" while completing geometric reasoning tasks and reflecting periodically. It becomes evident that the students have difficulty expressing their not-knowing. Through transcription analysis, meaning coding, and interviews, four recurring themes emerge. Each theme will be discussed followed by a conclusion of their overall importance in relation to students’ ability to express not-knowing.

Keywords

Teacher not-knowing, secondary school mathematics, geometric reasoning