Instruction, repetition, discovery: restoring the historical educational role of practice

Instruction, repetition, discovery: restoring the historical educational role of practice 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Instructional Science Springer Journals

Instruction, repetition, discovery: restoring the historical educational role of practice

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Education; Learning and Instruction; Educational Psychology; Pedagogic Psychology
ISSN
0020-4277
eISSN
1573-1952
D.O.I.
10.1007/s11251-017-9443-z
Publisher site
See Article on Publisher Site

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.

Journal

Instructional ScienceSpringer Journals

Published: Dec 27, 2017

References

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