Valentin A. B. Küchle- Postdoctoral Fellow at Auburn University
Valentin A. B. Küchle
- Postdoctoral Fellow at Auburn University
About
9
Publications
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14
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Introduction
I am an undergraduate mathematics education researcher who seeks to improve the teaching and learning of undergraduate mathematics by studying instructors' and students' discourse to: (a) understand the pedagogical choices mathematics instructors make, and (b) learn about students’ experiences in mathematics classrooms.
Current institution
Education
August 2017 - May 2022
October 2011 - June 2015
Publications
Publications (9)
"Group work" is a vague description of an instructional activity, because many factors shape its character and effect on students. One important factor is group formation, that is, how groups are formed by the instructor. In this paper, we sought to better understand the variation of group work with respect to group formation by addressing: How do...
Humanistic geographers distinguish between space and place: “What begins as undifferentiated space becomes place as we get to know it better and endow it with value” (Tuan, 1977, page 6). In this essay, we seek to demonstrate how mathematics education researchers and mathematics instructors may find space and place illuminating for understanding im...
In this multicase study (Stake, 2005), I studied a semester-long online implementation of the “Mathematics Discourse in Secondary Classrooms” (Herbel-Eisenmann, Cirillo, et al., 2017) (MDISC) teaching professional development (T-PD)—slightly modified for the university context—which I offered to three mathematics-teaching graduate teaching assistan...
Since 2008, Sfard’s theory of commognition has gained considerable traction in the study of discourse and learning in mathematics education and beyond. But researchers who have wanted to conduct commognitive studies have been faced with the challenge of figuring out how to operationalize the commognitive framework—work about which Sfard (2008) was...
In this article, we apply a conceptual apparatus from the humanities to pose and explore questions about how the way we write mathematics potentially affects the practice of mathematics in deep ways. We raise and examine questions such as: (1) Do the norms of proof-writing, or elements thereof, restrict mathematical creativity? (2) Do some of proof...
The Mathematical Knowledge for Teaching (MKT) theoretical framework posits that effective mathematics teaching relies on both the instructor's subject matter knowledge (SMK) and pedagogical content knowledge (PCK). In further unpacking the MKT construct, Ball, Thames, and Phelps (Ball, D. L.; Thames, M. H.; Phelps, G. J. Teach. Educ. 2008, 59, 389-...
Some see mathematics as a pure and unadulterated expression of our logical and rational faculties. From this commonplace perspective, even heavily mathematical disciplines such as statistics or physics are somehow lesser chimera, beautiful reflections that are nonetheless impure. In truth, this perspective does a very real disservice to mathematics...
This is a book review of David Pimm's (1987) "Speaking
Mathematically: Communication in Mathematics Classrooms." The book review was published on the MAA Reviews website.
