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Abstract
In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.
Notes
1. That is, our focus is on asynchronous provision. Those forms of lectures provided synchronously, such as video-conferencing, are excluded.
2. A small number of the conference proceedings articles were in the form of PowerPoint presentations.
3. Reasonable attempts were made to capture all relevant conference articles between 2000 and 2009. In many cases, proceedings could not readily be accessed (e.g. broken website link) and therefore these years were excluded.