
06639056
a
2016f.00343
Dooley, Th\'er\`ese
Primary pupils in wholeclass mathematical conversation.
Joubert, M. (ed.), 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. London: British Society for Research into Learning Mathematics (BSRLM). 4348 (2009).
2009
London: British Society for Research into Learning Mathematics (BSRLM)
EN
C52
D42
C72
educational research
primary education
classroom conversation
instructional modes
communication
discussion
teacher student interaction
teachinglearning processes
dialogue and learning
mathematical insight
social constructivism
teaching experiments
classroom observation
experience reports
http://www.bsrlm.org.uk/IPs/ip291/BSRLMIP29108.pdf
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 socioconstructivist 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 910 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.