Andresen, Mette

Dahl, Bettina

English

Studies have shown that dialogues in teaching that follow the model of IRE (initiation,response, evaluation) are widely used in teaching despite it having some deficiencies.Based on the theories of collective learning and the social nature of thought, knowledge creation and learning, we argue in this paper that a ‘captivating’ dialogue which at a first glance seemed to follow the model of IRE can be understood as part of a process that initiates the students into the practices of school mathematics includinglearning to speak mathematically. We illustrate this point with an example from anupper secondary Norwegian class in trigonometry. Here the teacher combined askingopen-ended problems to the students with IRE questions during a joint review of problem-solving using the principles of Polya

Classroom Dialogue as a French Braid:A Case Study from Trigonometry

https://vbn.aau.dk/ws/files/293738383/PME_42_Proceedings_Vol_2_AndresenDahl.pdf

Classroom Dialogue as a French Braid:A Case Study from Trigonometry

Abstract

Similar works

Full text

Available Versions

VBN