RUME 14 (Volume 2)
2011
Portland, Oregon
THE INTERNAL DISCIPLINARIAN: WHO IS IN CONTROL?
Page: 354
A group of mathematicians and mathematics educators are collaborating in the fine- grained examination of selected ‘slices’ of video recordings of lectures drawing on Schoenfeld’s ROG framework of teaching-in-context. We seek to examine ways in which this model can be extended to examine university lecturing. In the process we have identified a number of lecturer behaviours. There are times when, in what appears to be an internal dialogue, lecturing decisions are driven by the mathematician within the lecturer despite the pre-stated intentions of the lecturer to be a teacher. We analyse three scenarios: in the first the teacher prevails, in the second the mathematician, and in the third the mathematician appears to prompt the teacher to be more rigorous. We analyse these behaviours against the lecturers’ ROGs, both stated and inferred. The value of the approach used as a professional development model is considered.