Teacher communicative activities in the analysed undergraduate mathematics lesson were dominated by presentation and correction, reflecting an authoritative communicative approach¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: local conditions change quickly

Subclaims¶

q2 i? In the analysed lesson, teacher presentation and correction activities dominated the communicative structure, with infrequent whole-class discussion indicating few extended dialogues. → Lehesvuori 2026

Evidence¶

Lehesvuori 2026¶

Lehesvuori, S., Järvinen, M., Lämsä, J., Heilala, V., Hämäläinen, R. (2026). Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson. Instructional Science. https://doi.org/10.1007/s11251-026-09786-3

q2 · i? · qualitative · r2

Observational coding of 210 teacher intervals in one undergraduate mathematics demonstration lesson (coded every 20 s) showed transmission modes dominated; the article notes "the infrequency of whole-class discussion indicates that there were merely few extended dialogues taking place at the joint level."

"teacher presentation and correction activities dominated the lesson, reflecting an authoritative communicative approach (Mortimer & Scott, 2003)."

Discussion¶

Related Claims¶

• Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students — related
• Distinct situational stress changes co-occurred with conflict situations while presenting and communicating mathematical problems — related
• In RAMPUP field trials, English Learners' mathematical language became more monologic, authoritative, and technical within a single 40-minute jigsaw activity — related
• Positioning students as sources increases productive participation in science discourse — related