caa a22 4500 606187839 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s10857-014-9280-9 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9280-9 Drageset Ove UIT, The Arctic University of Norway, Tromsø, Norway aut Student and teacher interventions: a framework for analysing mathematical discourse in the classroom [Elektronische Daten] [Ove Drageset] Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation-response-evaluation (Cazden in classroom discourse: the language of teaching and learning, Heinemann, London, 1988; Mehan in learning lessons: social organization in the classroom. Cambridge, MA: Harvard University Press, 1979) to concepts for more fine-grained description such as the ‘Advancing Children's Mathematics' framework (Fraivillig et al. in J Res Math Educ 30(2):148, 1999). This article suggests a framework to be used for detailed studies of mathematical discourse on a turn-by-turn basis. This framework was used to study how single turns affect each other to form patterns in one teacher's practice. The method used belongs to conversation analysis: studying single turns and characterise these according to their role in the conversation. Two main repeating patterns were identified: one between student explanations and the teacher's focusing actions, and the other between the teacher's progressing actions and students' teacher-led responses. The findings also included other connections that demonstrate how various student interventions (explanations, teacher-led responses, unexplained answers, partial answers, and initiatives) are followed by different types of teacher actions. One implication is that, by developing concepts capable of describing qualities of a discourse on a turn-by-turn basis, it then becomes possible to analyse when mathematical talk fosters delivery of facts and when it fosters mathematical argumentation, debate, and critique. Springer Science+Business Media Dordrecht, 2014 Communication nationallicence Discourse nationallicence Interaction nationallicence Conversation nationallicence IRE nationallicence Focusing nationallicence Funnelling nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 253-272 1386-4416 18:3<253 2015 18 10857 https://doi.org/10.1007/s10857-014-9280-9 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9280-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Drageset Ove UIT, The Arctic University of Norway, Tromsø, Norway aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 253-272 1386-4416 18:3<253 2015 18 10857