Preliminary Report Pedagogical Content Moves in an Inquiry-Oriented Differential Equations Class: Purposeful Decisions to Further Mathematical Discourse Hollylynne Stohl Lee North Carolina State University hollylynne@ncsu.edu J. Todd Lee Elon University tlee@elon.edu Karen Allen Keene North Carolina State University karen_keene@ncsu.edu Krista Holstein North Carolina State University kaholste@ncsu.edu Peter Eley North Carolina State University pmeley@ncsu.edu Megan Early North Carolina State University meearly@ncsu.edu Many universities have been encouraging professors to incorporate inquiry- oriented instructional strategies in their collegiate level classrooms. Several researchers have investigated a variety of research questions concerning the use of inquiry-oriented strategies in mathematics courses such as Differential Equations and Abstract Algebra (e.g., Bartlo, Larsen, & Lockwood, 2008; Wagner, Speer, & Rossa, 2007). In a mathematics classroom, inquiry includes a focus on fostering mathematical discourse among students and teachers. While general discourse practices such as telling or revoicing have been carefully analyzed for their effects on the mathematical discussion (e.g., Park et al, 2008, ) most do not focus on the ways in which the instructor draws upon specific content knowledge when making a discursive move. There seems to be little research focusing on the pedagogical content moves made by mathematics professors in the university classroom. We define a pedagogical content move to be a discursive or inscriptive act by an instructor that is purposely used to promote or further the mathematical agenda in the classroom. Such moves require that the teacher draw upon