Teacher follows learners' reasoning path and poses questions that alert learners to their geometric met-befores¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article's concluding recommendation is that the teacher ask questions that make learners explicit about their geometric met-befores in order to arrive at the solution, and follow learners' reasoning path to observe their current layers of understanding. The authors state that 'the teacher did not ignore problematic met-befores and thus encouraged effective folding back and at the same time allowed thickening to occur'. This strategy positions teacher questioning as the lever for prompting folding back without prescribing solutions.

Design Implications¶

Context¶

Requirements¶

• The teacher must observe learners' current layers of understanding by following their reasoning path during problem solving.

Constraints¶

• In Extract 3, an explicit teacher intervention that abandoned a learner's thinking caused a discontinuity in that learner's growth in understanding.

Target Learners¶

• Grade 10 geometry learners

Target Learning Goals¶

• Enhancing geometric reasoning
• Building connected understanding of geometric concepts

Affordances¶

• Martin Folding Back Framework Source Form Outcome

Claims¶

• Teacher interventions that are not explicit encourage learners' self-awareness of the limitations of their current understanding without prescribing a solution [+W]

Related Strategies¶

• Reasoning-Focused Instruction
• De-emphasize Answers, Emphasize Reasoning

Examples¶

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Key Sources¶

• Mabotja, S., Chuene, K., Maoto, S., & Kibirige, I. (2018). Tracking Grade 10 learners' geometric reasoning through folding back. Pythagoras, 39(1), a371. https://doi.org/10.4102/pythagoras.v39i1.371