@inbook {MATHEDUC.06297592,
author = {Grandi, Clarissa and Rowland, Tim},
title = {Developing one-to-one teacher-student interaction in post-16 mathematics instruction.},
year = {2013},
booktitle = {Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education ``Mathematics learning across the life span", PME 37, Kiel, Germany, July 28 -- August 2, 2013. Vol. 2},
isbn = {978-3-89088-288-8},
pages = {385-392},
publisher = {Kiel: IPN--Leibniz Institute for Science and Mathematics Education at the University of Kiel},
abstract = {Summary: Recent developments in mathematics education emphasise the role of teacher-student interaction in developing students' conceptual understanding and knowledge construction, with a corresponding de-emphasis on the use of `telling': the stating of facts and demonstration of procedures. This action research study investigated teacher-student dialogue during one-to-one interactions in one teacher's post-16 mathematics classroom. Four students volunteered to participate. Data sources included clinical interviews, student feedback interviews and an analytical log. The findings indicate that, although the teacher utilised more `telling' than `questioning' interventions, often these `telling' actions served useful and necessary functions. Findings also indicate that the teacher's scaffolding skills developed during the project.},
msc2010 = {C74xx (C34xx)},
identifier = {2014c.00288},
}