RUME 28
2026
Alexandria, Virginia
Instructor Moves in an Inquiry-based Undergraduate Mathematics Course for Prospective Secondary Mathematics Teachers
Page: 1434
This study examines the instructor moves used in an inquiry-based university mathematics course for prospective secondary mathematics teachers. Thematic analysis techniques were used to analyze transcriptions from classroom video recordings across three 80-minute class sessions for instructor moves facilitating groups of students engaged in tasks on functions. Open coding of instructor moves identified the following codes: Promoting, Probing, Redirecting, Revoicing, Mathematically Precise Speech, Relating to Other Concepts, or Vague/Non-Response. Effectiveness of instructor moves was analyzed based on changes in student discourse on functions before and after each episode of instructor moves. Preliminary results suggest that the effectiveness of using a particular instructor move may be dependent upon the state of student discourse at the time of use. Findings also suggest that the shifts in student discourse after each IME also may indicate enhanced conceptual understandings of functions.