From "chalk and talk" to active learning: inter-community partnerships and shifts in pedagogical and mathematical discourse.

Hooper, Owen, Nardi, Elena, Biza, Irene and Witty, George (2025) From "chalk and talk" to active learning: inter-community partnerships and shifts in pedagogical and mathematical discourse. In: Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). UNSPECIFIED, pp. 2253-2260.

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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.

Item Type:	Book Section
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning Faculty of Social Sciences Faculty of Science > School of Engineering, Mathematics and Physics
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Related URLs:	https://hal.science/CERME14/hal-05237879...
Depositing User:	LivePure Connector
Date Deposited:	14 Jan 2026 17:30
Last Modified:	14 Jan 2026 17:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/101615
DOI:

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