ARPHA Proceedings 1: 143-150, doi: 10.3897/ap.1.e0132
Teacher Challenges in Articulating Not Knowing While Solving Geometric Reasoning Tasks
expand article infoKevin Fierro, Mourat Tchoshanov, Gulshat Shakirova
Open Access
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