Patterns in Mathematics Classroom Interaction: A Conversation Analytic Approach

ISBN-13: 9780198869313 / Angielski / Twarda / 2021 / 176 str.

Jenni Ingram

Opis

Classroom interaction has a significant influence on teaching and learning. It is through interaction that we solve problems, build ideas, make connections and develop our understanding. Patterns in Mathematics Classroom Interaction describes, exemplifies and considers 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, it 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 everydayclassroom interactions also reveal the nature of mathematics as it is taught in different classrooms. Examples of students explaining, reasoning and justifying as they interact are also drawn upon to examine how the structures of classroom interaction support students to develop these discursivepractices. The approach taken in Patterns in Mathematics Classroom Interaction enables the identification of not only what structures exist and pervade classroom discourse, but also how these structures influence teaching and learning. It is the understanding of how these structures affect students' experiences in the classroom that permits the use and development of practices that can support students' learning. This reflexive relationship between these structures of interactions and studentactions and learning is central to the issues explored in this book, alongside the implications these may have for teachers' practice, and students' learning.

Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction.

O autorze

Jenni Ingram is Associate Professor of Mathematics Education at the University of Oxford. Her research focuses the learning and teaching of mathematics in schools. She is particularly interested in mathematics classroom interaction and the assessment of mathematics. She chairs the European Society for Research in Mathematics Education Mathematics and Language topic working group.