RUME 14 (Volume 4)
2011
Portland, Oregon
LINKING INSTRUCTOR MOVES TO CLASSROOM DISCOURSE AND STUDENT LEARNING IN DIFFERENTIAL EQUATIONS CLASSROOMS
Page: 111
In undergraduate mathematics classrooms where instructors are beginning to focus on more student-centered instruction, teachers' moves foster mathematical discourse among students and teachers as a way to further the mathematics. While some are studying these teacher moves in K-12 classrooms, there seems to be little research focusing on this in the university classroom. We define a pedagogical content move to be a discursive or inscriptive act by an instructor that is purposely used to promote or further the mathematical agenda in the classroom (Lee, Keene, Lee, Holstein, Early& Ely, 2009). In an earlier paper, we presented several of these moves as identified in our data collection and analysis. In this proposal, we further this research by answering the question: