|Chiara Andrà - Vol. 33 Num. 2 (2013)|
|How do students understand mathematical lectures? Note-taking as retelling of the teacher's story||18-23|
Starting from an interest in the teachers’ use of diagrams and gestures during a traditional front lesson at tertiary level, this research takes a narratologic perspective to see a mathematical lesson as a story, and hence the students’ notes as re-tellings of a mathematical story. The first minutes of a traditional mathematics lecture and some students’ notes are analyzed, focusing on the components that emerge (or that remain hidden) from both the teacher’s story and the students’ stories.