Instruction, repetition, discovery: restoring the historical educational role of practice.
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| Title: | Instruction, repetition, discovery: restoring the historical educational role of practice. |
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| Authors: | Trninic, Dragan1 trninic.dragan@gmail.com |
| Source: | Instructional Science. Feb2018, Vol. 46 Issue 1, p133-153. 21p. |
| Subject Terms: | *Learning by discovery, *Mathematics education, *Repetition (Learning process), *Direct instruction, Martial arts instruction |
| Abstract: | This conceptual paper considers what it would mean to take seriously Freudenthal's suggestion that mathematics should be taught like swimming. The general claim being made is that “direct instruction” and “discovery” are not opposite but complementary, linked by repetitive yet explorative practice. This claim is elaborated through an empirical case of martial arts instruction. That repetitive practice can nonetheless be a fountainhead of discovery is explained using Bernstein's notion of repetition-without-repetition. Finally, we attend to parallels in canonical mathematics practice. Implications are discussed, with a focus on reconceptualizing direct instruction, repetition, and discovery as complementary and synergistic. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This conceptual paper considers what it would mean to take seriously Freudenthal's suggestion that mathematics should be taught like swimming. The general claim being made is that “direct instruction” and “discovery” are not opposite but complementary, linked by repetitive yet explorative practice. This claim is elaborated through an empirical case of martial arts instruction. That repetitive practice can nonetheless be a fountainhead of discovery is explained using Bernstein's notion of repetition-without-repetition. Finally, we attend to parallels in canonical mathematics practice. Implications are discussed, with a focus on reconceptualizing direct instruction, repetition, and discovery as complementary and synergistic. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00204277 |
| DOI: | 10.1007/s11251-017-9443-z |
