Articulating Not-Knowing in Mathematical Reasoning

Not-knowing is an underexplored concept defined as an individual's ability to be aware of what they do not know to plan and effectively face complex situations. This paper focuses on analyzing students' articulation of not-knowing while completing geometric reasoning tasks. Results of this...

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Bibliographic Details
Published inFor the learning of mathematics Vol. 42; no. 3; pp. 51 - 56
Main Authors Tchoshanov, Mourat, Fierro, Kevin, Shakirova, Gulshat
Format Journal Article
LanguageEnglish
Published FLM Publishing Association 2022
Subjects
Cognitive Processes
College Students
Difficulty Level
Geometry
Knowledge Level
Mathematical Logic
Mathematics Instruction
Prior Learning
Student Attitudes
Thinking Skills
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Summary:Not-knowing is an underexplored concept defined as an individual's ability to be aware of what they do not know to plan and effectively face complex situations. This paper focuses on analyzing students' articulation of not-knowing while completing geometric reasoning tasks. Results of this study revealed that not-knowing is a more cognitively demanding task than knowing. It became evident that the students have difficulty expressing not-knowing. Through reflections, interviews, transcription analysis, and meaning coding four recurring themes emerged that could possibly determine why students have difficulty expressing not-knowing which will be further discussed in the paper.
ISSN:0228-0671