Coming from a social perspective, we introduce a classroom organizational frame, where students' proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the…

Luhmann's theory allows for a reflection on teaching as interaction system. According to Luhmann, the interaction system of teaching accomplishes the function of the education system, i.e. transforming psychic systems in persons. The education system fixes the social structures of teaching, i.e. conveyance and evaluation of knowledge. However, the…

In this paper, we introduce a new interpretive framework, which we call Bodymarking, to aid in describing and interpreting activity (e.g., individuals' gestures, gaze, and interaction with materials in the environment) in the classroom. We apply the framework to video recordings of mathematics lessons to explain how it can be used and offer some…

Students' voices are all too often missing in classrooms today. Research over the past 50 years has identified a number of problems associated with these missing voices. There are ingrained habits of "initiation-response-evaluation" (I-R-E) during which teachers assume responsibility for guiding classroom conversation and a tendency for…

Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher…

This paper complicates oracy by attending to moments of vibrancy and stillness in a public school classroom, where children were expected to follow particular rules that governed their bodily movement and language use. I argue that children's talk in classrooms cannot be separated from the making of meaning at the intersection of human bodies,…

Early childhood educators have been encouraged to pedagogically engage with children, materials, and their given environments. However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention. This article describes a phenomenological research study that aimed to examine the…

The purpose of this study is to investigate the quality of class talk during episodes corresponding to different levels of generalization. A total of 10 sessions in two classrooms in grade 7 were videotaped. A mixed approach was adopted to analyze the videotaped sessions. The findings show that triadic dialog was the dominant mode of interaction…

As the number of students pursuing asynchronous education and learning experiences in online platforms and forums continues to grow, it is increasingly important to pause and reflect on the nature of language commonly--and often reflexively--used in these online spaces. Because online, asynchronous classroom discussion forums constitute the…

We contrast the centrality of free and full communication, especially as it occurs in classrooms, for John Dewey's democratic vision of the Great Community with the technologically mediated classroom communication characteristic of the COVID-19 pandemic. We focus on Google's dominance of educational communication in particular. Drawing on Shoshana…

This article aims to connect two research areas by using positioning theory to review the literature on talk moves, teacher interactions, and discourse patterns in mathematics education. First, a conceptual review identified 44 articles with 94 concepts describing interactions and discourse patterns. Similar concepts were grouped in a process that…

Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer…

Over three decades ago, National Council of Teachers of Mathematics (NCTM, 1991) proposed that "for students to develop the ability to formulate problems, to explore, conjecture, and reason logically, to evaluate whether something makes sense, classroom discourse must be founded on mathematical evidence" (p. 34). As math interventionists…

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…

The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a…