From "chalk and talk" to active learning: inter-community partnerships and shifts in pedagogical and mathematical discourse
Year: 2025
Type: book-chapter
Abstract: Emergency remote teaching (ERT) during the Covid-19 pandemic exposed lecturers to new pedagogical challenges in which alternative active learning approaches were implemented to manage the absence of "chalk and talk". We explore how an inter-community (Mathematics, Mathematics Education) team can redesign a university mathematics course titled Mathematical Skills (MS) to facilitate shifts in the lecturer's pedagogical discourse and in students' mathematical discourse. Through a commognitive/communities of practice analysis of research design team interviews, we present preliminary findings that evidence shifts: from object-level to meta-level learning features in tasks posed by the lecturer; in the explicitness of lecturer goal setting routines; and, towards tasks that encourage active student participation. We conclude with noting the potential benefits to the students' learning experience emerging from the inter-community partnership.
Authors: Hooper, Owen, Nardi, Elena, Biza, Irene, Witty, George
Institutions: University of East Anglia, Norwich Research Park
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7083347518
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