University Mathematics Lecturing as Modelling Mathematical Discourse

Abstract The lecture format, while being the subject of much criticism, is still one most common formats university mathematics teaching. This paper investigates lecturing as a means modelling mathematical discourse, sometimes highlighted in literature its important functions. data analysed are taken from first-semester lectures given by seven lecturers at three Swedish universities, all concerning various aspects function concept. Analysis was carried out commognitive perspective, which distinguishes between object-level and meta-level discourse. Here I focus on two discourse: introducing new objects; what counts valid endorsement narrative. analysis reveals number metarules reasoning behaviour, both more general rules such precision consensus, specifically construction narratives. contributes to small but growing body empirical research teaching, also lends support previous claims about aspect lecturing, thus contributing deepened understanding format potential role future