@inbook {MATHEDUC.06639056,
author = {Dooley, Th\'er\`ese},
title = {Primary pupils in whole-class mathematical conversation.},
year = {2009},
booktitle = {Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 1. Proceedings of the day conference held at the University of Cambridge, UK, February 28, 2009},
pages = {43-48},
publisher = {London: British Society for Research into Learning Mathematics (BSRLM)},
abstract = {Summary: 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.},
msc2010 = {C52xx (D42xx C72xx)},
identifier = {2016f.00343},
}