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Claims and demonstrations of understanding in whole class interactions

Abstract:

One aim of teaching mathematics is to develop students’ understanding of mathematics. In this paper we examine how teachers and students do understanding in interaction, and how this understanding is handled interactively during whole class interactions. Taking a Conversation Analytic approach, we look at interactions between teachers and students where there is claim of understanding and where there is a demonstration of understanding. We show how these two situations are handled differently...

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Publication status:
Published
Peer review status:
Peer reviewed

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Linacre College
Role:
Author
ORCID:
0000-0003-4118-2413
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Institution:
University of Oxford
Division:
Social Sciences Division
Department:
Education
Role:
Author
John Fell Fund More from this funder
Publisher:
Freudenthal Group Publisher's website
Journal:
Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) Journal website
Volume:
TWG09
Issue:
16
Series:
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
Host title:
Eleventh Congress of the European Society for Research in Mathematics Education
Publication date:
2020-01-10
Acceptance date:
2018-12-01
Source identifiers:
955208
Keywords:
Pubs id:
pubs:955208
UUID:
uuid:2644213e-5f4c-42e3-9a42-4d127b9a27fd
Local pid:
pubs:955208
Deposit date:
2018-12-29

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