NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147921
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1029-8457
A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching
Adler, Jill; Ronda, Erlina
African Journal of Research in Mathematics, Science and Technology Education, v19 n3 p237-254 2015
We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that names and legitimates what comes to count as mathematics in a particular lesson), learner participation (interaction between teacher and learners and amongst learners) and the object of learning (the lesson goal). MDI is grounded empirically in mathematics teaching practices in South Africa, and theoretically in sociocultural theoretical resources. The MDI framework allows for nuanced descriptions of mathematics teaching and interpretations of differences in what is mathematically made available to learn.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A