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ERIC Number: ED592428
Record Type: Non-Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
Dialogic Practices in the Mathematics Classroom
Attard, Catherine; Edwards-Groves, Christine; Grootenboer, Peter
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018)
Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as 'reasoning', 'explaining' and 'mathematical thinking' to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a "typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an "Initiation-Response-Feedback" pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students' broader mathematical learning.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia
Grant or Contract Numbers: N/A