Abstract
Korean students have been performing well in international assessments of mathematics. Nevertheless, classrooms have often been described as teacher-dominated and silence is valued as a pedagogical strategy to cultivate thinking. Previous studies have attributed this phenomenon to the ideology of Confucianism. This paper examines the sociocultural aspects of classroom talk for developing students’ mathematical processes. Our findings show teacher revoicing facilitates discussions/dialogues in the hierarchical classroom. It orchestrates multiple voices of honorifics and different speech styles/levels, both individual and choral responses. It promotes classroom talk without the sociocultural framing, and creates a learning environment necessary for implementing recent curriculum initiatives.
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