Characterising undergraduate mathematics teaching across settings and countries: an analytical framework
Angeliki Mali and Georgia Petropoulou
This paper explores the characteristics of teaching of a sample of university mathe-matics teachers in two countries, Greece and Great Britain, and in two settings, lectures and tutorials, seeking to identify a common ground for undergraduate mathe-matics teaching. Our observations of teaching and our sociocultural perspectives enabled us to develop a framework for a detailed description of the observed teaching. The description reveals categories of teaching actions, and the associated tools teachers use in selecting tasks for their students, providing comprehensive explanations, extending students’ mathematical thinking, or evaluating students’ mathematical meaning. The findings are across settings and countries in the direction of a profound understanding of undergraduate mathematics teaching.
Angeliki Mali is a Postdoctoral Research Fellow in the School of Education at the University of Michigan. Prior to her fellowship, she was member of the Culture, Pedagogy and Identity group in the Mathematics Education Centre at Loughborough University, where she was awarded her PhD. She holds a BSc in Mathematics, and an MSc in Didactics and Methodology of Mathematics from the University of Athens in Greece. Her research focuses on university mathematics education. She has experience in teaching mathematics to students attending STEM programmes at university level.
Georgia Petropoulou is finishing her PhD in the Mathematics Department at the University of Athens, Greece. Her PhD is in mathematics education, focusing on university mathematics teaching for students’ learning needs. She has an MSc in Didactics and Methodology of Mathe-matics and a BSc in Mathematics, both awarded by the University of Athens. Her research interests are in university mathematics teaching practice and its development to meet students’ learning needs.