Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as ‘reasoning’, ‘explaining’ and ‘mathematical thinking’ to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an Initiation-Response-Feedback pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students’ broader mathematical learning
|Title of host publication||Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia|
|Subtitle of host publication||Making Waves, Opening Spaces|
|Editors||J Hunter, P Perger, L Darragh|
|Place of Publication||Auckland|
|Publisher||The Mathematics Education Research Group of Australasia Inc|
|Number of pages||8|
|Publication status||Published - 01 Oct 2018|
|Event||41st Mathematics Education Research Group of Australasia (MERGA) Conference 2018 - Massey University, Auckland, New Zealand|
Duration: 01 Jul 2018 → 05 Jul 2018
|Conference||41st Mathematics Education Research Group of Australasia (MERGA) Conference 2018|
|Abbreviated title||Making Waves, Opening Spaces|
|Period||01/07/18 → 05/07/18|
|Other||Held by the Mathematics Education Research Group of Australasia, MERGA 41 will be held in Auckland, New Zealand at Massey University.|
This event is jointly hosted with the University of Auckland and the conference will be held from the 1st of July until the 5th of July.
Attard, C., Edwards-Groves, C., & Grootenboer, P. (2018). Dialogic practices in the mathematics classroom. In J. Hunter, P. Perger, & L. Darragh (Eds.), Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia: Making Waves, Opening Spaces (2018 ed., pp. 122-129). The Mathematics Education Research Group of Australasia Inc.