Form of mathematical interaction in different social settings-examples from students', teachers' and teacher-students' communication about mathematics.

In: Journal of Mathematics Teacher Education., Jg. 12 (2009) ; Nr. 2, S. 111 - 132
ISSN: 1386-4416
Zeitschriftenaufsatz / Fach: Mathematik
The study presented in this article investigates forms of mathematical interaction
in different social settings. One major interest is to better understand mathematics
teachers’ joint professional discourse while observing and analysing young students
mathematical interaction followed by teacher’s intervention. The teachers’ joint professional
discourse is about a combined learning and talking between two students before an
intervention by their teacher (setting 1) and then it is about the students learning together
with the teacher during their mathematical work (setting 2). The joint professional
teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is
taken as an opportunity for mathematics teachers’ professionalisation process when
interpreting the students’ mathematical interactions in a more and more professional and
sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of
mathematical talk, which are explained depending on the according social setting. Whereas
the interaction between students or between teachers is affected by phases of a processoriented
and investigated talk, the interaction between students and teachers is mainly
closed and structured by the ideas of the teacher and by the expectations of the students.

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