The Writing's on the Board: The Global and the Local in Teaching Undergraduate Mathematics through Chalk Talk

Autor/inn/en	Artemeva, Natasha; Fox, Janna
Titel	The Writing's on the Board: The Global and the Local in Teaching Undergraduate Mathematics through Chalk Talk
Quelle	In: Written Communication, 28 (2011) 4, S.345-379 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088311419630
Schlagwörter	Communities of Practice; Video Technology; Mathematics Education; Teaching Experience; English (Second Language); College Mathematics; Mathematics Instruction; Foreign Countries; Lecture Method; Teaching Methods; Universities; Data Analysis; Australia; Canada; Israel; Spain; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Community; Mathematische Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics lessons; Mathematikunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Auswertung; Australien; Kanada; Spanien; Schweden; Großbritannien; USA
Abstract	This article reports on an international study of the teaching of undergraduate mathematics in seven countries. Informed by rhetorical genre theory, activity theory, and the notion of Communities of Practice, this study explores a pedagogical genre at play in university mathematics lecture classrooms. The genre is mediational in that it is a tool employed in the activity of teaching. The data consist of audio/video-recorded lectures, observational notes, semistructured interviews, and written artifacts collected from 50 participants who differed in linguistic, cultural, and educational backgrounds; teaching experience; and languages of instruction. The study suggests that "chalk talk," namely, writing out a mathematical narrative on the board while talking aloud, is the central pedagogical genre of the undergraduate mathematics lecture classroom. Pervasive pedagogical genres, like chalk talk, which develop within global disciplinary communities of practice, appear to override local differences across contexts of instruction. Better understanding these genres may lead to new insights regarding academic literacies and teaching. (Contains 2 figures, 2 tables, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10