Roles of Teacher`s Revoicing in an Inquiry-Oriented Mathematics Class: The Case of Undergraduate Differential Equations.

Abstract

Researchers of mathematics education are increasingly interested in a teacher`s discourse moves, which refer to deliberate actions taken by a techer o participate in or influence debate and discussion in the mathematics classroom. This study explored he roles of revoicing in an undergraduate inquiry-oriented mathemaics class from the perspective of the teacher`s discurvies moves. The data for this analysis are collected from the four class sesions in which stdens investied inital value problems as represented by the phase portrait of a system of differential equations. The class was taught ina large state universit in the U.S., Throughhe analysis and a review of the literature, we identified four categories of a eacher`s discursive moves: revoicing, questioning.requesting, telling, and managing. This report focuses on the roles of revoicing as it relates to the developmentof mathemaical ideas and student beliefs about themselves and mathematics. Te results show that the teacher used revoicing in the following ways: revoicing as a binder, revoicing as a springboard, revoicing for ownership, revoicing as a means for socialization.