Original Research
Dialogue in mathematics classrooms: Beyond question-and- answer methods
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
Submitted: 14 October 2007 | Published: 14 October 2007
About the author(s)
Karin Brodie, Wits University, South AfricaFull Text:
PDF (92KB)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.
Keywords
No related keywords in the metadata.
Metrics
Total abstract views: 6742Total article views: 10347
Crossref Citations
1. Investigating prospective teachers’ skills of predicting and identifying significant student reasoning instances and deciding how to respond to those instances
Zulfiye Zeybek Simsek
Investigations in Mathematics Learning first page: 1 year: 2024
doi: 10.1080/19477503.2024.2391716