01959nas a2200229   4500008004100000245011600041210006900157260000900226300001400235490000700249520115900256653002001415653002601435653001001461653001801471653001601489653001301505653002901518100002201547700001501569856014501584       2011                        eng d00aThe Writing’s on the Board: The Global and the Local in Teaching Undergraduate Mathematics Through Chalk Talk0 aWriting s on the Board The Global and the Local in Teaching Unde  c2011  a345–3790 v283 aThis article reports on an international study of the teaching of undergraduatemathematics in seven countries. Informed by rhetorical genre theory, activity
theory, and the notion of Communities of Practice, this study explores a pedagogical genre at play in university mathematics lecture classrooms. The genre is
mediational in that it is a tool employed in the activity of teaching. The data
consist of audio/video-recorded lectures, observational notes, semistructured
interviews, and written artifacts collected from 50 participants who
differed in linguistic, cultural, and educational backgrounds; teaching experience;
and languages of instruction. The study suggests that chalk talk, namely,
writing out a mathematical narrative on the board while talking aloud, is
the central pedagogical genre of the undergraduate mathematics lecture
classroom. Pervasive pedagogical genres, like chalk talk, which develop within
global disciplinary communities of practice, appear to override local differences
across contexts of instruction. Better understanding these genres may
lead to new insights regarding academic literacies and teaching.
10aactivity system10acommunity of practice10agenre10aglobalization10amathematics10apedagogy10arhetorical genre studies1 aArtemeva, Natalia1 aFox, Janna  uhttps://genreacrossborders.org/zh-hans/biblio/writing%E2%80%99s-board-global-and-local-teaching-undergraduate-mathematics-through-chalk-talk