The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we…

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

In this article students' understanding of trigonometric functions in the context of two college trigonometry courses is investigated. The first course was taught by a professor unaffiliated with the study in a lecture-based course, while the second was taught using an experimental instruction paradigm based on Gray and Tall's (1994) notion of…