Teachers' mathematical activity in inquiry-oriented instruction

摘要

This work investigates the relationship between teachers' mathematical activity and themathematical activity of their students. By analyzing the classroom video data of math-ematicians implementing an inquiry-oriented abstract algebra curriculum I was able toidentify a variety of ways in which teachers engaged in mathematical activity in responseto the mathematical activity of their students. Further, my analysis considered the inter-actions between teachers' mathematical activity and the mathematical activity of theirstudents. This analysis suggests that teachers' mathematical activity can play a significantrole in supporting students' mathematical development, in that it has the potential to bothsupport students' mathematical activity and influence the mathematical discourse of theclassroom community.