Commognitive analysis of lecturing offers micro-level insights into lecturer-student communication that non-commognitive approaches miss¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The paper's integrative review concludes that commognition provides micro-level analytical tools revealing when lecture communication occurs, fails, or creates misconceptions, beyond what prior non-sociocultural frameworks provided. → Karavi 2022

Evidence¶

Karavi 2022¶

Karavi, Mali, & Avraamidou. (2022). Commognition as an approach to studying proof teaching in university mathematics lectures. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12173

q2 · i? · review · r2

Integrative literature review (qualitative, not systematic) synthesizing commognitive studies of university lecturing (Güçler 2013; Park 2015; Viirman 2014, 2015; Pinto 2019; Kontorovich 2021). The review reports the framework "offered the language and the analytical tools" for identifying communicational patterns and gaps.

"The commognitive framework offered the language and the analytical tools to explore the teaching practices within lecturers' discourses and to identify when the communication occurred, how, when it failed and when it created misconceptions for the students."

Discussion¶

Related Claims¶

• Review reports lecturers' discourses vary: distinct teaching styles and routine profiles despite superficially similar lectures — a narrower finding that bears on this claim
• Review reports TAs sharing the same agenda provided different meta-level learning opportunities through object-level adaptations — a narrower finding that bears on this claim
• Review reports lecturers' discourse contains endorsed and enacted meta-rules about doing mathematics that can model mathematical behavior — a narrower finding that bears on this claim
• Review reports students did not recognize the key points an exemplary lecturer presented in a proof — a narrower finding that bears on this claim
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• Engineering physics undergraduates are more curious than they appear in lecture when given the chance to submit questions about interactive simulations — related