From "chalk and talk" to active learning: inter-community partnerships and shifts in pedagogical and mathematical discourse.

Emergency remote teaching (ERT) during the Covid-19 pandemic exposed lecturers to new pedagogical challenges in which alternative active learning approaches were implemented to manage the absence of "chalk and talk". We explore how an inter-community (Mathematics, Mathematics Education) team can redesign a university mathematics course titled Mathematical Skills (MS) to facilitate shifts in the lecturer's pedagogical discourse and in students' mathematical discourse. Through a commognitive/communities of practice analysis of research design team interviews, we present preliminary findings that evidence shifts: from object-level to meta-level learning features in tasks posed by the lecturer; in the explicitness of lecturer goal setting routines; and, towards tasks that encourage active student participation. We conclude with noting the potential benefits to the students' learning experience emerging from the inter-community partnership.