Analyzing Students' Externalization of Not-Knowing in the Process of Solving Reasoning Tasks

• In Event: Semiotics in Education: Signs, Meanings, and Multimodality SIG Paper Session

Abstract

Not-knowing is an underexplored concept defined by an individual’s ability to be aware of what they do not know as a means to plan and more effectively face complex situations (Mason & Spence, 1999). This qualitative study focuses on analyzing students’ (n=10) ability to express “not-knowing” while solving geometric reasoning tasks. Data analysis was performed using meaning coding technique with an aim of examining the challenges students face in externalizing the not-knowing. The study results made it evident that students have difficulty expressing their not-knowing. Through transcription analysis and coding procedures, four recurring themes emerge which will be discussed followed by a conclusion of their overall importance in relation to students’ ability to express not-knowing.

Authors

• Mourat Tchoshanov, The University of Texas - El Paso

• kevin fierro, The University of Texas - El Paso

• Gulshat Shakirova, Kazan (Volga Region) Federal University