Developing Interactive Mathematical Talk: Investigating Student Perceptions and Accounts of Mathematical Reasoning in a Changing Classroom Context

Autor/in	Hunter, Jodie
Titel	Developing Interactive Mathematical Talk: Investigating Student Perceptions and Accounts of Mathematical Reasoning in a Changing Classroom Context
Quelle	In: Cambridge Journal of Education, 47 (2017) 4, S.475-492 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1195789
Schlagwörter	Mathematics Skills; Classroom Communication; Interviews; Faculty Development; Teacher Behavior; Student Attitudes; Attitude Change; Educational Practices; Elementary School Mathematics; Video Technology; Photography; Interaction Process Analysis; Teaching Methods; Foreign Countries; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Klassengespräch; Interviewing; Interviewtechnik; Teacher behaviour; Lehrerverhalten; Schülerverhalten; Attitudinal change; Einstellungsänderung; Bildungspraxis; Elementare Mathematik; Schulmathematik; Fotografie; Prozessanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Beobachtung
Abstract	In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of reform. A framework of teacher actions to develop classroom and mathematical practices was developed from classroom observations. Photo-elicitation interviews were used to investigate student perception and accounts of mathematical explanations and reasoning. The professional development programme, shifts in the teacher actions, and subsequent shifts in student perception and their recall of their own and peers' mathematical reasoning over a school year are highlighted. Developing interactive dialogue in the classroom took considerable time and attention. Facilitating change to the way students both participated and understood their obligations required constant, ongoing attention to both the classroom and mathematical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01