From this extract, Mr. Chipasula’s procedural discourses for school mathematics teaching seem to be planned well in advance. In other words, to Mr. Chipasula, if the student teachers know the procedure of how to get to the correct answer, then the student teachers will be able to teach that particular area. Thus, even though he preferred group discussions in his class and positioned himself as a facilitator, he advocated using procedures for school mathematics teaching that position school learners as passive recipients. In this case, the discourse of facilitation in a college mathematics classroom goes together with the discourse of procedures for school mathematics teaching.
This argument was also confirmed by the following extract, where Mr. Chipasula was telling the student teachers that: