RUME 14 (Volume 1)
2011
Portland, Oregon
WHAT DO LECTURE TEACHERS BRING TO A STUDENT-CENTERED CLASSROOM? A CATALOGUE OF LECTURE TEACHER MOVES
Page: 152
In this article we aim to understand what it looks like when community college instructors, with little to no experience with inquiry-oriented curriculum, implement inquiry-based curriculum for the first time. To approach this question we focused our attention on a community college instructor’s first implementation of an inquiry-oriented task. In total we identified six moves used during the implementation of this task. These moves are (1) zooming out, (2) real world examples, (3) counter-examples, (4) selective restating (5) referring to definitions, and (6) sequencing of student sharing. By identifying these teacher moves, it is indicated that mathematics instructors, even ones who primarily engage in teacher-center teaching, have techniques that they can draw on as they enact inquiry-oriented curriculum materials. Identifying such techniques can serve as a starting point for understanding how to support college-level teachers in changing their teaching practices.