Abstract
Analysis of transcript data from an ethnographic study of mathematical meaning making in two pre‐school and two first‐year‐at‐school sites in an urban area of NSW, Australia, suggested that power‐knowledge relations lay at the basis of the construction of mathematical knowledge in adults' and children's discourses. Mathematical knowledge was accessible through involvement in the discursive practices arising from the activities of each particular practice, and from the kinds of communication roles adopted by the adults and children. When a systemic functional grammar analysis (Halliday, 1994) was applied to seven representative samples of a first‐year‐at‐school teacher's instructional episodes it became evident that responsiveness was a viable interpersonal relation in teacher‐directed discourses. In this chapter, two of the instructional episodes will be presented and discussed in order to highlight the linguistic features of the teacher's discourses which allowed her to generate a sense of shared control and meaning making when adopting an instructor role.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
