I am currently using genre theories to study mathematical proof. Genre theories from applied linguistics encourage us to view a genre as a social practice instead of merely patterns of form or substance. In Küchle & Dawkins (2024), we argued that genre theories are applicable to proof, and we are now using a move analysis—from the English for Specific Purposes (ESP) genre theory tradition—to identify pedagogical proof moves that proof authors are making to facilitate students' proof comprehension (Küchle & Dawkins, accepted).
Previously, I have also used genre theories to: (a) study the communicative purposes of the genre of remarks to investigate why authors of mathematical texts (instructors and researchers) make remarks (Küchle, 2023) and (b) explore how genre norms may be constraining the reading and writing of mathematical proof (Bowers & Küchle, 2020).
Outside of my work with genre theories, I have further investigated mathematics instructors' pedagogical choices by studying: (a) how mathematics instructors form groups (Küchle et al., 2024), and (b) how and why graduate teaching assistants used the teacher discourse moves introduced to them in a teaching professional development (Kuechle, 2022).
Bowers, D. M., & Küchle, V. A. B. (2020). Mathematical proof and genre theory. Mathematical Intelligencer, 42(2), 48–55. https://doi.org/10.1007/s00283-019-09926-3
Küchle, V. A. B. (2023). A genre analysis of mathematical remarks. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1228–1233). Omaha, NE.
Küchle, V. A. B., & Dawkins, P. C. (2024). Genre theories and their potential for studying proof. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 932–941). Omaha, NE.
Küchle, V. A. B., & Dawkins, P. C. (accepted). Identifying pedagogical proof moves. Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.
Küchle, V. A. B., Smith III, J. P., Hwang, J., & Menon, R. (2024). How university mathematics instructors form groups and how students experience them. International Journal of Mathematical Education in Science and Technology, 1–28. https://doi.org/10.1080/0020739X.2024.2369651
Kuechle, V. A. B. (2022). A multicase study of three graduate teaching assistants participating in the MDISC teaching professional development (Publication No. 29318543). [Doctoral dissertation, Michigan State University]. ProQuest.