Original Research

Dialogue in mathematics classrooms: Beyond question-and- answer methods

Karin Brodie
Pythagoras | Issue 66 | a75 | DOI: https://doi.org/10.4102/pythagoras.v0i66.75 | © 2007 Karin Brodie | This work is licensed under CC Attribution 4.0
Submitted: 14 October 2007 | Published: 14 October 2007

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Karin Brodie, Wits University, South Africa

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Abstract

This paper explores different kinds of interaction observed in South African mathematics classrooms in order to unpack the notion of participation in mathematics learning. It argues that conventional question-and-answer methods do not promote the kind of interaction that the new South African curriculum calls for. It presents more appropriate kinds of interactions, where teachers maintain high task demands, respond to genuine learner questions and support conversations among learners. The paper argues that combinations of different kinds of interaction are  most likely to support learner participation and mathematical thinking in classrooms.

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