Dialogic Practices in the Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).

Autor/inn/en	Attard, Catherine; Edwards-Groves, Christine; Grootenboer, Peter
Institution	Mathematics Education Research Group of Australasia
Titel	Dialogic Practices in the Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Foreign Countries; Elementary School Mathematics; Grade 5; Mathematical Logic; Thinking Skills; Elementary Schools; Elementary School Students; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Mathematical logics; Mathematische Logik; Denkfähigkeit; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as 'reasoning', 'explaining' and 'mathematical thinking' to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a "typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an "Initiation-Response-Feedback" pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students' broader mathematical learning. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01