Abstract
The notion of quality in undergraduate mathematics lectures is examined by using theoretical notions and research results from the literature and empirical data from a case study on lecturing on limits of functions. A systemic triangular model is found to catch critical quality aspects of a mathematics lecture, consisting of mathematical exposition, teacher immediacy, and general quality criteria for mathematics teaching. Mathematical exposition involves the dynamic interplay of mathematical content, mathematical process, and institutionalisation. The discussion is a contribution to an increased pedagogical awareness in undergraduate mathematics teaching.
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