Exploring a lecturer’s identification of students: a case study of teaching in university analysis lectures
Résumé
This study explores a lecturer’s identification of students for their intended participation in the mathematical discourse. The case is set around the teaching of a lecturer in analysis lectures. The study is framed within commognition and identity from a commognitive perspective. The 17 lectures of the course were analysed through discourse analysis and constant comparative analysis. Through the identification of the 2nd Person and collective stories, we consider the intended participation as authored in the identified metarules. The identified metarules related to students’ transition from calculus to analysis, potential obstacles, and self-study. The identification of the students by the lecturer provides valuable insights into the affective aspects of lecturing that influence students’ participation in the discourse, suggesting ways for engaging students in the advanced learning processes.
Origine | Fichiers produits par l'(les) auteur(s) |
---|