NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1233631
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0031-3831
An Inferentialist Perspective on How Note-Taking Can Constrain the Orchestration of Math-Talk
Nilsson, Per
Scandinavian Journal of Educational Research, v63 n7 p1121-1133 2019
The aim of this study is to investigate relationships between note-taking and the orchestrating of math-talk in whole-class teaching. A lesson on (average) velocity in a Swedish Grade 6 has been observed. Taking an inferentialist stance on human understanding, the study conceptualizes teaching and learning from the perspective of how students come to be engaged in the language practice of giving and asking for reasons. The study shows how note-taking supports a teacher-student relationship where the teacher produces content and the students' participation is reduced to consume content. It shows how note-taking can support descriptive math-talk of concepts and symbols and step-by-step procedural math-talk, connected to the goal of providing students examples of tasks, similar to the tasks in their textbook.
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; Grade 6; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden