"Give me one reason why this is true": A multimodal investigation of the strategies used by university teachers of mathematics to elicit responses from students

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  • This study aims to broaden the current understanding of undergraduate university mathematics teaching by conducting a multimodal analysis of video-recorded segments of classroom teaching by an experienced professor and a less experienced Teaching Assistant. The study focuses on the participants’ use of discursive strategies and multimodal features as they are used to elicit responses from students. The analysis is conducted through the qualitative multimodal thematic coding of video-recorded segments, and audio transcripts, and with the quantitization of the participants’ strategies used to elicit student responses. Findings show that despite variance in the teaching location, educational backgrounds, and levels of experience of the participants, the discursive and multimodal strategies that they use during teaching are remarkably similar; in other words, the participants use the same genre of teaching undergraduate mathematics. Conclusions present undergraduate mathematics teaching as a complex, multimodal, and wholly interactive genre of teaching.

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  • Copyright © 2013 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2013


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