NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1158902
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0305-764X
Developing Interactive Mathematical Talk: Investigating Student Perceptions and Accounts of Mathematical Reasoning in a Changing Classroom Context
Hunter, Jodie
Cambridge Journal of Education, v47 n4 p475-492 2017
In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of reform. A framework of teacher actions to develop classroom and mathematical practices was developed from classroom observations. Photo-elicitation interviews were used to investigate student perception and accounts of mathematical explanations and reasoning. The professional development programme, shifts in the teacher actions, and subsequent shifts in student perception and their recall of their own and peers' mathematical reasoning over a school year are highlighted. Developing interactive dialogue in the classroom took considerable time and attention. Facilitating change to the way students both participated and understood their obligations required constant, ongoing attention to both the classroom and mathematical practices.
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A