Ingram2021
| Ingram2021 | |
|---|---|
| BibType | BOOK |
| Key | Ingram2021 |
| Author(s) | Jenni Ingram |
| Title | Patterns in Mathematics Classroom Interaction: A Conversation Analytic Approach |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interaction, Mathematics, Education, Turn-taking, Epistemics, Problem solving, Repair |
| Publisher | Oxford University Press |
| Year | 2021 |
| Language | English |
| City | Oxford |
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| URL | Link |
| DOI | 10.1093/oso/9780198869313.001.0001 |
| ISBN | 9780198869313 |
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| Book title | Patterns in Mathematics Classroom Interaction: A Conversation Analytic Approach |
| Chapter | |
Abstract
Classroom interaction has a significant influence on teaching and learning mathematics. It is through interaction that we solve problems, build ideas, make connections, and develop our understanding. This book aims to describe, exemplify, and consider the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, the book considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. The book also draws on examples of students explaining, reasoning, and justifying as they interact to examine how the structures of classroom interaction support students to develop these discursive practices. Understanding how these patterns and structures affect students’ experiences in the classroom enables us to use and develop practices that can support students’ learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers’ practice, and students’ learning.
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