QUALITATIVE STUDY OF SECONDARY MATHEMATICS TEACHERS' NOT-KNOWING WHILE SOLVING GEOMETRIC REASONING TASKS

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. This qualitative study focuses on analyzing students' ability to express their "not-knowing" while completing tasks and reflecting periodically. It becomes evident rather quickly that these students have difficulty expressing their not-knowing. Through transcription analysis, reflection coding, and interviews, four recurring themes emerge that could possibly determine why students have difficulty expressing their not-knowing. These four themes are deflection, student pressure, heuristic sense, and fractured knowledge. Each one of these themes will be discussed followed by a conclusion of their overall importance in relation to a students' ability to express not-knowing.