Location of Repository

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

By Karin Brodie

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

Topics: Mathematics, QA1-939
Publisher: AOSIS
Year: 2007
DOI identifier: 10.4102/pythagoras.v0i66.75
OAI identifier: oai:doaj.org/article:0f236d73fef145c1a9d8fb1511851ba0
Journal:
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • https://doaj.org/toc/2223-7895 (external link)
  • https://doaj.org/toc/1012-2346 (external link)
  • http://www.pythagoras.org.za/i... (external link)
  • https://doaj.org/article/0f236... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.