Dialogue in mathematics classrooms: Beyond question-and- answer methods
Pythagoras
| Field | Value | |
| Title | Dialogue in mathematics classrooms: Beyond question-and- answer methods | |
| Creator | Brodie, Karin | |
| Description | 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. | |
| Publisher | AOSIS Publishing | |
| Date | 2007-10-14 | |
| Identifier | 10.4102/pythagoras.v0i66.75 | |
| Source | Pythagoras; Issue 66 (2007); 3-13 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/75/81
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