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ERIC Number: EJ1056269
Record Type: Journal
Publication Date: 2015-May
Pages: 21
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0013-1954
Emotion Work and Affective Stance in the Mathematics Classroom: The Case of IRE Sequences in Finnish Classroom Interaction
Tainio, Liisa; Laine, Anu
Educational Studies in Mathematics, v89 n1 p67-87 May 2015
Although according to the Finnish curriculum the learning environment in mathematics lessons should promote supportive interaction, Finnish pupils' attitudes toward and self-beliefs regarding mathematics deteriorate during basic education. This article investigates emotion work in teacher-student interaction in Finnish mathematics classrooms; the aim is to identify and suggest situational sources for the negative affective stances that seem to prevail among Finnish pupils. For the specific topic of analysis, we chose IRE sequences, especially teachers' responses to pupils' incorrect answers. Our data consist of ten sixth-grade mathematics lessons. Using conversation analysis as our method, we analyze examples that highlight the participants' emotion work displayed in verbal and non-verbal practices. We suggest that it is pedagogically important that the teacher practices communicating the message that incorrect answers are appropriate student contributions and that in analyzing interaction in mathematics education it is important to pay attention to the emotional aspects of the interaction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland