Ingram, Jennifer (2012) Whole class interaction in the mathematics classroom : a conversation analytic approach. PhD thesis, University of Warwick.

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Abstract

This thesis analyses whole-class interactions in the mathematics lessons of
four mathematics teachers and their pupils. A conversation analytic
approach was taken in analysing the transcripts of whole-class interactions,
focusing on those interactions that were about mathematics. The sequential
organisation of talk, in particular turn-taking and preference organisation, is
examined for similarities and differences across the four classrooms and the
implications these may have for the teaching and learning of mathematics
are explored.
This research also examines the discursive construction of the mathematical
tasks and activities in each of the classrooms. The analysis reveals that the
teachers and pupils orient to the institutional setting in which the interaction
occurs. The structure of interactions in formal classrooms offers
opportunities that can support particular features of learning mathematics,
such as using mathematical terminology, building in opportunities for pupils
to think about the mathematics, explain their reasoning, and ask
mathematically related questions. However, these structures also constrain
the interactions and so features of learning mathematics only feature in
interactions that deviate from the usual patterns of interaction in formal
classrooms, such as argumentation and justification. Finally, this research
offers evidence that the way mathematical tasks and activities are talked into
being affects the nature of the mathematics that the pupils experience.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Mathematics -- Study and teaching (Secondary)
Official Date:	February 2012
Dates:	Date Event February 2012 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Johnston Wilder, Peter ; Briggs, Mary (Mary J.) ; Richards, Keith, 1952-
Extent:	xii, 328 leaves
Language:	eng

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