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ERIC Number: EJ1061045
Record Type: Journal
Publication Date: 2015-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1386-4416
Student and Teacher Interventions: A Framework for Analysing Mathematical Discourse in the Classroom
Drageset, Ove Gunnar
Journal of Mathematics Teacher Education, v18 n3 p253-272 Jun 2015
Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation-response-evaluation (Cazden in "Classroom discourse: the language of teaching and learning," Heinemann, London, 1988; Mehan in "Learning lessons: social organization in the classroom." Cambridge, MA: Harvard University Press, 1979) to concepts for more fine-grained description such as the "Advancing Children's Mathematics" framework (Fraivillig et al. in "J Res Math Educ" 30(2):148, 1999). This article suggests a framework to be used for detailed studies of mathematical discourse on a turn-by-turn basis. This framework was used to study how single turns affect each other to form patterns in one teacher's practice. The method used belongs to conversation analysis: studying single turns and characterise these according to their role in the conversation. Two main repeating patterns were identified: one between student explanations and the teacher's focusing actions, and the other between the teacher's progressing actions and students' teacher-led responses. The findings also included other connections that demonstrate how various student interventions (explanations, teacher-led responses, unexplained answers, partial answers, and initiatives) are followed by different types of teacher actions. One implication is that, by developing concepts capable of describing qualities of a discourse on a turn-by-turn basis, it then becomes possible to analyse when mathematical talk fosters delivery of facts and when it fosters mathematical argumentation, debate, and critique.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A