Review reports lecturers' discourse contains endorsed and enacted meta-rules about doing mathematics that can model mathematical behavior¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Viirman's (2021) study as reviewed, meta-rules emerged in lecturers' mathematical discourse that were either endorsed (explicitly displayed) or enacted (implied by discursive activity), all serving to produce or substantiate a narrative about a mathematical object. → Karavi 2022

Evidence¶

Karavi 2022¶

Karavi, Mali, & Avraamidou. (2022). Commognition as an approach to studying proof teaching in university mathematics lectures. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12173

q2 · i? · review · r2

The review reports, citing Viirman (2021), a re-analysis of earlier lecture data using word searches for normative aspects, categorization of meta-rules, and the constant comparative method. The review states the identification of meta-rules "facilitated the researcher to model mathematical reasoning and behavior".

"A number of meta-rules emerged from the analysis within the mathematical discourse that were either endorsed (explicitly displayed in the lecturers' discourse) or enacted by the lecturers (implied by their discursive activity)."

Discussion¶

Related Claims¶

• Commognitive analysis of lecturing offers micro-level insights into lecturer-student communication that non-commognitive approaches miss — a broader claim this one bears on
• Review reports lecturers' discourses vary: distinct teaching styles and routine profiles despite superficially similar lectures — related
• Review reports TAs sharing the same agenda provided different meta-level learning opportunities through object-level adaptations — related
• Teaching style can be reclaimed as an effective tool for socially responsible rhetorical communication — related