Review reports TAs sharing the same agenda provided different meta-level learning opportunities through object-level adaptations¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Pinto's (2019) study as reviewed, two teaching assistants with the same agenda differed in meta-level learning opportunities: one emphasized that every word counts in mathematics, the other highlighted how experienced students do mathematics, while their preparation communication occurred only at the object level. → 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
The review reports, citing Pinto (2019), a study of two TAs' tutorial discourse on real analysis, using transcripts and end-of-semester interviews. The review states adaptations at object-level learning "appeared to provide different opportunities for students' meta-level learning".
"with regard to students' meta-level learning, one emphasized the narrative that "each and every word counts in mathematics" whereas the other highlighted "how more experienced mathematics students, such as himself, do mathematics"."
Discussion¶
Related Claims¶
- Commognitive analysis of lecturing offers micro-level insights into lecturer-student communication that non-commognitive approaches miss — a broader claim this one bears on
- Communication problems between university and school regarding epistemological and ontological questions affect teaching and learning of subject knowledge — related
- Review reports lecturers' discourse contains endorsed and enacted meta-rules about doing mathematics that can model mathematical behavior — related
- Developing curricular design knowledge enables small-scale responsive adaptations within a structured curriculum — related
- Review reports lecturers' discourses vary: distinct teaching styles and routine profiles despite superficially similar lectures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ta-agenda-object-meta-level-opportunities |
title |
Review reports TAs sharing the same agenda provided different meta-level learning opportunities through object-level adaptations |
description |
Review reports TAs sharing the same agenda provided different meta-level learning opportunities through object-level adaptations |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — karavi-2022 |
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