Abstract
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.
Highlights
The new curriculum in South African schools calls for learners to participate in mathematics lessons and to express their mathematical ideas
I show that there is a range of possibilities for learner-centred interaction in mathematics classrooms, which take us beyond the idea that teachers can encourage genuine dialogue and learner participation merely by asking questions
In this paper I have built on existing literature which argues that merely engaging in questionand-answer exchanges does not necessarily allow for genuine learner participation in the lesson, nor takes learners’ mathematical thinking seriously
Summary
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 questionand-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
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