BibTeX
@MISC{Dooley_primarypupils,
author = {Thérèse Dooley},
title = {Primary pupils in whole-class mathematical conversation},
year = {}
}
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Abstract
Although plenary sessions are common to mathematics lessons, they are often characterized by traditional approaches that endorse the position of mathematics as a kind of received knowledge and the teacher as sole validator of students ’ input. A socio-constructivist view of mathematics calls for a more conversational style of interaction among participants. In this paper an account will be given of a lesson in which children aged 9 – 10 years calculated the sum of integers from one to one hundred. Particular attention will be paid to one pupil, Anne, and her reassessment of a conjecture that she made early in the lesson. I suggest that particular teacher ‘moves ’ facilitated engagement of other students with her idea and that this was one factor that led to her new insight. Mathematics as conversation The traditional classroom interaction structure is the Initiation – Response – Follow-up (I-R-F) model in which the teacher initiates an exchange and the student then makes a contribution and the teacher then makes a follow-up move (Sinclair and
Keyphrases
whole-class mathematical conversation primary pupil mathematics lesson new insight mathematics call particular teacher move sole validator traditional classroom interaction structure initiation response follow-up follow-up move conversational style socio-constructivist view particular attention traditional approach plenary session
