Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 53 Issue 2, June 2015
15 – 17
Repetition as a Means of Encouraging Tall’s Met-Befores in Mathematics
Lixin Luo
In a classroom teaching and learning situation, it is common for individual students to respond differently to a new topic introduced by the teacher. While some students might be able to understand the new topic quickly, others might feel lost or confused. Students’ different responses can be explained using David Tall’s (2013) idea of met-be/ores. In this paper, I first interpret Tall’s concept of met-before, and then I explore using repetition to help students to construct and activate met-befores in order co facilitate their mathematical growth.
